The Effect of CLIL Implementation on Students’ Development of English Reading Performance: An Empirical Study of Undergraduate Students in China

Previous research has found that content and language integrated learning (CLIL) is an effective method to improve undergraduate students’ English reading performance. Little known, however, about the underlying mechanisms of such this association or factors might strengthen weaken these processes. Therefore, based on framework action research, current study aimed fill gap by scrutinizing changes in effects academic vocabulary size (AVS), self-efficacy (ASE), motivation (LM) performance over a 16-week semester. A total 202 Chinese students (majoring Education) participated study. The results revealed following major findings: (1) AVS, ASE, LM, were significantly improved through CLIL implementation during semester, (2) positively related each other, (3) AVS predicted performance, (4) ASE LM partially mediated effect These findings contribute understanding impact Limitations implications for educational practices are discussed.