Integrating CLIL and Project-Based Learning to Enhance Sixth Graders’ English Reading Achievement

Panpaka Boonphoie; Prayad Bhoomkhokrak

doi:10.14456/ajmt.2024.2

Authors

Panpaka Boonphoie Faculty of Humanities and Social Science Nakhon Ratchasima Rajabhat University
Prayad Bhoomkhokrak Faculty of Humanities and Social Science Nakhon Ratchasima Rajabhat University

DOI:

https://doi.org/10.14456/ajmt.2024.2

Keywords:

The Integrating Content and Language Integrated Learning (CLIL) with Project-Based Learning (PBL) , English Reading Achievement

Abstract

This study aimed to: (1) evaluate the impact of integrating Content and Language Integrated Learning (CLIL) with Project-Based Learning (PBL) on the English reading proficiency of sixth-grade students, and (2) explore student perceptions regarding the effectiveness of these educational methodologies. The study involved 21 sixth-grade students from Prachasamakkee Primary School within the Buaburapa Group, overseen by the Nakhonratchasima Primary Educational Service Area Office, Region 1, who were selected through cluster random sampling. Instruments employed in the study included CLIL and PBL-designed lesson plans, an English reading achievement test, and a questionnaire assessing student opinions. The data were analyzed using mean ( ), standard deviations (S.D.), and t-test for a dependent sample. The findings indicated a significant increase in the post-test reading achievement scores of the students compared to the pre-test scores (p < .05). Student feedback was predominantly positive towards the combined CLIL and PBL instructional strategies. The study concludes that the synergistic application of CLILand PBL methodologies substantially improves English reading skills among learners.

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