Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis

This meta-analysis synthesized the effects of English medium instruction and content language integrated learning (EMI-CLIL) approach on secondary-level students’ learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. results revealed EMI-CLIL’s overall effectiveness for development competence compared to mainstream condition in short term (d 0.73, SE 0.06, 95% CI [0.61, 0.86]) longer 1.01, [0.88, 1.15]). Additionally, we found that was influenced by several moderator variables. Its significantly: (1) higher learners whose first (L1) linguistically related English; (2) lower studies which confirmed homogeneity EMI-CLIL comparison groups; (3) when targeted productive (rather than receptive or overall) dimension learning; (4) outcome measures focused vocabulary. Implications pedagogy future research are discussed.