Analysis of the effect of CLIL programmes on the written competence of secondary education students

Abstract

The present study aims to analyse and compare the written competence of two groups of secondary education students: one group enrolled on a CLIL programme and another group enrolled on a non-CLIL programme, including grades in the analysis. Four hundred secondary education students from several state schools in Asturias participated in the study. They were in the first and the fourth year of compulsory secondary education. The data for the present study comes from a written composition activity, which was administered to participants in their own classroom. The writing measures used to analyse the written production of the learners were fluency, accuracy, grammatical complexity and lexical complexity. The results obtained showed that CLIL programs exert a positive influence on all the language aspects measured.