The document summarizes a study that investigated the impact of Content and Language Integrated Learning (CLIL) on the English skills of 40 Thai high school students. The students' listening, reading, speaking, and writing skills were tested before and after three English lessons using CLIL. The results showed significant improvements in all four skills after using CLIL. CLIL helped students learn content and language simultaneously. The study concluded that CLIL is an effective technique for improving English skills in high school students.

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
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-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

2. 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.
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, 2013).
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
The objective of this article is to compare pre and post-tests of four English skill
based on content and language integrated learning.
RESEARCH METHODOLOGY

3. 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
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.
Pre-test
Number of
students
40
X
S.D.
7.90
t-test
significance
P
31.577
Points
.000
0.90
Post-test
40
12.95
*at the 0.05 level of statistical significance
0.71
Table 2: Results of comparing English reading skill before and after using content and
language integrated learning of high school students.

4. Pre-test
Number of
students
40
X
S.D.
7.68
t-test
significance
P
30.914
Points
.000
0.83
Post-test
40
13.08
*at the 0.05 level of statistical significance
0.66
Table 3: Results of comparing English speaking skill before and after using content
and language integrated learning of high school students.
Pre-test
Number of
students
40
X
S.D.
5.30
t-test
significance
P
27.283
Points
.000
0.76
Post-test
40
10.83
*at the 0.05 level of statistical significance
0.98
Table 4: Results of comparing English writing skill before and after using content and
language integrated learning of high school students.
Pre-test
Number of
students
40
X
S.D.
5.93
t-test
significance
P
24.489
Points
.000
0.73
Post-test
40
11.40
*at the 0.05 level of statistical significance
1.06
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.
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

5. 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
The language teacher should work together with teachers of other subjects
incorporating the vocabulary, terminology and texts from those other subjects into the
classes.