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Shulin Yu, Lianjiang Jiang, Chunhong Liu & Nan Zhou. (2022) Profiles of Chinese secondary students’ L2 writing motivation and engagement. Educational Psychology 42:8, pages 972-990.
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Melina Porto. (2021) Intercultural citizenship in foreign language education: an opportunity to broaden CLIL’s theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism 24:7, pages 927-947.
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Ana Lahuerta. (2020) Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: the impact of grade and gender. The Language Learning Journal 48:2, pages 121-132.
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Articles from other publishers (15)
María Del Mar Sánchez-Pérez. (2023) The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context. Studies in Second Language Learning and Teaching 13:2, pages 373-397.
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Takanori Sato & Chantal Hemmi. (2022) Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study. Language Learning in Higher Education 12:1, pages 309-326.
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Noriko Suzuki. (2022) Effects of content-based instruction (CBI) on EFL secondary school learners’ writing. Journal of Immersion and Content-Based Language Education 10:1, pages 5-32.
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Malik Satayev, Nuri Balta, Izbassarova R. Shaymerdenovna, Raquel Fernández-Cézar & Gema Alcaraz-Mármol. (2022) Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students. Frontiers in Education 7.
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Minkyung Kim. (2021) Exploring longitudinal changes in lexical and syntactic features in beginning-level EFL learner writing. System 103, pages 102680.
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Hao Hao & Masanori Yamada. (2021) Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction. Information and Technology in Education and Learning 1:1, pages Rvw-p001-Rvw-p001.
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Luk Van Mensel, Amélie Bulon, Isa Hendrikx, Fanny Meunier & Kristel Van Goethem. (2020) Effects of input on L2 writing in English and Dutch. Journal of Immersion and Content-Based Language Education 8:2, pages 173-199.
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Yvette Coyle & Julio Roca de Larios. (2020) Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings. System 95, pages 102374.
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Ivana Cimermanová. (2020) Meta-analysis of studies on the acquisition of receptive skills and vocabulary in CLIL. Journal of Language and Cultural Education 8:1, pages 30-52.
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JA Goris, EJPG Denessen & LTW Verhoeven. (2019) Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal 18:6, pages 675-698.
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Francisco Lorenzo, Adrián Granados & Inmaculada Ávila. (2019) The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes 41, pages 100767.
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Keith Mathew Graham, Yunkyeong Choi, Amin Davoodi, Shakiba Razmeh & L. Quentin Dixon. (2018) Language and Content Outcomes of CLIL and EMI: A Systematic Review. Latin American Journal of Content & Language Integrated Learning 11:1, pages 19-38.
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Ana Cristina Lahuerta Martínez. (2018) Analysis of syntactic complexity in secondary education EFL writers at different proficiency levels. Assessing Writing 35, pages 1-11.
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