Investigating Content Language and Integrated Learning Among Taiwanese Students: Basis for a Gamified Learning Material

This study examined the effectiveness of Content and Language Integrated Learning (CLIL), a teaching approach that promotes the simultaneous acquisition of content and language proficiency. Fifty-four students participated in a one-group pretest-posttest design. Data collection involved a researcher-made questionnaire to assess content knowledge and an adapted survey using the modified Vocabulary Knowledge Scale (VKS) by Dale Brown to measure receptive vocabulary knowledge. Findings indicated that CLIL effectively enhanced the two target objectives: recognizing vocabulary related to recycling and identifying phrases emphasizing the importance of recycling for the environment. Significant improvements in both content understanding and receptive vocabulary were observed after the intervention. Based on these results, the study recommends developing CLIL-based lesson exemplars enriched with gamified activities to support teachers in effectively implementing the CLIL approach. This highlights the potential of CLIL to achieve integrated learning outcomes, enhancing both content and language proficiency in educational settings. Speaking Proficiency, Content, and Language Integrated Learning, Content Knowledge, Receptive Vocabulary, and Paired Sample T-test.