CLIL as a balance for female-male differences? The effect of CLIL on student writing outcomes Academic Article uri icon

abstract

  • Abstract This study examines femalemale differences in English writing outcomes for Taiwanese primary school learners enrolled in a Content and Language Integrated Learning (CLIL) program. Narrative and expository writing samples of 212 primary school students (Male=103, Female=109) in Taiwan were collected and scored using several measures including spelling accuracy, correct word sequences, lexical diversity, total t-units, and a holistic rubric for ideas. Students topic interest was also measured through a Likert-scale survey. The findings revealed differences between females and males and the two genres of writing. While there were statistical differences attributed to gender and topic interest variables for some writing measures, further analysis revealed that these effects were minimal in terms of practical significance. The paper raises questions about the relationship between femalemale writing differences and CLIL and provides suggestions for future research to broaden our understanding and support diversity in the CLIL classroom.

published proceedings

  • JOURNAL OF IMMERSION AND CONTENT-BASED LANGUAGE EDUCATION

author list (cited authors)

  • Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. R.

citation count

  • 1

complete list of authors

  • Graham, Keith M||Kim, Haemin||Choi, Yunkyeong||Eslami, Zohreh R

publication date

  • July 2021