1. Enhancing English Skills by Using Content and language
Integrated Learning
Oontamma Jiraprapa1, Saenlang Pattira2, Boonchoo
Sasithorn3,
Associate professor Dr. Kangsawad Thooptong4,
1.2.3.4. Pre-service teachers
5. Associate professor Dr., Lecturer, Department of Curriculum
and Instruction,
Faculty of Education, Mahasarakham University.
ABSTRACT
The aim of this article is to investigate language and
content before and after learning by using content and
language integrated learning of 40 high school students in
Thailand selected by cluster random sampling. Three English
lesson plans of content and language integrated learning
CLIL ; listening tests, reading tests, speaking tests, and writing
tests were used as tools to collect data. The results of this
study revealed that the students who studied by using content
and language integrated learning had more improving listening
skill, reading skill, speaking skill, and writing skill. CLIL could
help students learned a second language and content at the
same time. Accordingly, using CLIL as a technique is

2. emphatically beneficial to improve four English skills for high
school students.
KEYWORDS : Content and Language Integrated Learning,
English Listening Skill, English Reading Skill, English Speaking
Skill, English Writing Skill
INTRODUCTION
Content and language integrated learning CLIL is an
approach which integrates the teaching of content from the
curriculum with the teaching of a non-native language. CLIL
helps students to develop skills in their first language and also
helps them develop skills to communicate ideas about science,
arts and technology to people around the world Bentley,
2010 . Currently, CLIL is important to teach process because it
helps students to get knowledge and ability of content
meanwhile, students learn a second language and content at
the same time Coyle and others, 2011 . CLIL is a tool for the
teaching and learning of content and language. The essence of
CLIL is integration. This integration has a dual focus: 1)
Language learning is included in a content class (e.g., maths,
history, geography, computer programming, science, civics,
etc.). This means repackaging information in a manner that
facilitates understanding. Charts, diagrams, drawings, hands-

3. on experiments and the drawing out of key concepts and
terminology are all common CLIL strategies;
2) Content from subjects is used in language-learning classes.
Students learn the language and discourse patterns they need
to understand and use the content. Even in language classes,
students are likely to learn more if they are not simply learning
the language for language’s sake, but using language to
accomplish concrete tasks and learn new content. However,
finding ways in the CLIL context to inject content into language
classes will also help improve language learning. Thus, in CLIL,
content goals are supported by language goals Mehisto,
2008 .
Many schools start working with CLIL for several
reasons. In some counties, CLIL developed as a grassroots
movement and in others, with the aid of govement funding in
large or small-scale projects. Elsewhere, CLIL has been
implemented in schools as part of a nationwide policy. In many
cases, the appeal of CLIL to primary and secondary schools is
the way it addresses the need for plenty of practice in a foreign
language, without increasing the number of dedicated language
classes Dale and Tanner, 2012 . All mentions above shown
that English learning is very important for students. In
consequence, the researchers found the way to improve
students’ English skills by using content and language
integrated learning.

4. In Thailand, the Ministry of Education sets World-Class
standard school, which is a school project organized learning
courses to get near international standards. It aims to develop
Thai students were equipped with the necessary language
skills, schools throughout the country need to familiarize their
students with both Thai values and international standards. In
World-Class standard classroom, students need to learn
foreign languages, especially English, should be taught in
terms of four skills; listening, speaking, writing and reading, so
that Thai students become fluent communicators. The teachers
need to use teaching strategies to support their teaching in the
world-class standard classroom. The Ministry of Education,
013 .
Accordingly, the researchers realizedthe benefits of CLIL
to improve four English skills more effectively. CLIL supports
the achievement of the grade-appropriate functional proficiency
in listening, speaking, reading and writing in the CLIL language.
CLIL is also a tool that can make thestudents enthusiastic to
improve their English skills in language learning. It encourages
students tolearn, prepare, and wellness plan for learning and it
can also be used outside the classroom. Moreover, CLIL
supports students to learn the language quickly and achieve a
high level of proficiency they become fluent and accurate.
RESEARCH OBJECTIVE

5. The objective of this article is to compare pre and posttests of four English skill based on content and language
integrated learning.
RESEARCH METHODOLOGY
This research was one group pretest-posttest design. The
sample of 40 high school students in Thailand was selected by
cluster random sampling. The instruments used in the
experiment were three English lesson plans focusing on CLIL;
listening tests, reading tests, speaking tests, and writing tests.
The experimental processes were listening tests, speaking
tests, reading tests, and writing tests were used to measure
listening, speaking, reading, writing ability fors students before
implementing CLIL, the three English lesson plans focusing on
CLIL were implemented in the classroom. And the same
listening tests, speaking tests, reading tests, and writing tests
were used to measure listening, speaking, reading, writing
ability to students after learning by using CLIL.
DATA COLLECTION AND DATA ANALYSIS

6. Data collection of the study included five months, started
from October 2013 – January 2014. Data were analyzed to
compare listening, speaking, reading, and writing skill of the
sample before and after using content and language integrated
learning in classroom activities. The statistics used in data
analysis were dependent sample t-test to evaluate significant
differences between pre-test and post-test of English listening,
speaking, reading, writing skills.
RESULTS
The results of this research indicated as follows:
Table 1: Results of comparing English listening skill before
and after using content and language integrated learning of
high school students.
Points
Pre-
Number of
students
X
S.D.
40
7.90
t-test
0.90
test
significance
31.577
40
12.95
0.71
P
.000

7. Posttest
at the
level of statistical significance
Table 2: Results of comparing English reading skill before
and after using content and language integrated learning of
high school students.
Points
Number of
students
X
S.D.
40
7.68
t-test
P
0.83
significance
Pretest
30.914
Post-
40
13.08
.000
0.66
test
at the
level of statistical significance
Table 3: Results of comparing English speaking skill
before and after using content and language integrated learning
of high school students.
Points
Pre-
Number of
students
X
S.D.
40
5.30
0.76
t-test
significance
27.283
P
.000

8. test
40
10.83
0.98
Posttest
at the
level of statistical significance
Table 4: Results of comparing English writing skill before
and after using content and language integrated learning of
high school students.
Points
Number of
students
X
S.D.
40
5.93
t-test
P
0.73
significance
Pretest
24.489
Post-
40
11.40
.000
1.06
test
at the
level of statistical significance
The table 1, 2, 3, 4 pointed out that the learners who
studied by using content and language integrated learning had
more improving listening skill, reading skill, speaking skill, and
writing skill at the 0.05 level of significance.

9. DISCUSSION AND RECOMMENDATIONS
The result of comparing four English skills showed that the
post-test scores were significantly higher than the pre-test
scores at .05 levels. The interestedness of the contentscould
motivate students to enthusiastic to learnthe language as Dale
and Tanner 2012) remarked that learning a subject through
another language can also provide extra motivation for the
subject – a subject taught in another language may be more
appealing to learners simply because they feel they are
developing language skills along with the subject. Similar
findings are provided by the research made by Varkuti (2010)
that this empirical study compares two forms of language
learning in Hungary by exploring the English language
achievement of CLIL secondary school students and those of
non-CLIL intensive foreign language learners acting as a
control group. The result of her research is that the CLIL
students have significantly better skills in applying their broader
lexical knowledge in various contexts-embedded conversational
situations, as well as take into account grammar rules, text
coherence and sociolinguistic context.
RECOMMENDATIONS

10. The language teacher should work together with teachers
of other subjects incorporating the vocabulary, terminology and
texts from those other subjects into the classes.