An Experiment in the Use Of Content And Language Intergrated Learning (Clil) and Genre Process Writing

Abstract

The objective of this study is to examine the effectiveness of CLIL combined with genre process writing inenhancing the writing skills of students. An experiment was conducted between two groups to determine the effect of CLIL combined with Genre Process Writing on the writing grammar results of the students.

The basic concept of CLIL is to integrate the degree course subjects into the English program so that the students are writing and speaking about subjects with which they have a major interest. In this experiment, the subject was English language. Genre process writing was developed to encourage students to be more adventurous in their writing and to remove the influence of the teacher’s ‘suggestions’ of what to write in their papers.

The descriptive analysis of the results showed that the test group’s gains were greater than the gains of the control group. The inferential analysis ttests showed that whilst there was no evidence of significant difference, at a 5% significance level, at the start of the semester, the results at the end indicated that there was evidence of a significant difference between the two groups at a 5% significance level.

The results also show that the reduction of the number and types of grammatical mistakes in the test group was greater than the control group.

Keywords: Content Language Integrated Learning (C.L.I.L), Genre Process Writing,