Abstract:
This study has been conducted to understand the impact of CLIL (content and
language integrated learning) teaching technique on the speaking skill of ESL learners
of Pakistani public school. The focus on content provides an aim for learning
language used in communication. The stratified random sampling technique has been
used to select the sample of 30 students (with an equal number of girls and boys) from
8th class of OPF Public High School, Sheikhupura. This is a mixed method study in
which both qualitative and quantitative designs have been used. Researcher has
collected the data through a speaking task before and after applying the experiment of
CLIL teaching technique. Modified APTIS General Speaking Test with certain
amendments according to researcher‟s requirements has been used as a speaking task.
Data has been collected in two stages: pre-test stage and post-test stage. The
significance value is determined through a non-parametric Wilcoxon Sign Rank test.
Descriptive statistics like percentages, mean scores and standard deviations are
calculated in both pre and post-test to calculate the effect of CLIL technique on the
speaking skills of students. The difference in score of pre-test and post-test has
determined the change in level of fluency in speaking skill of students before and after
the application of CLIL technique. Results have shown that ESL learners developed
their speed of talking, vocabulary, and creative ideas after the treatment. CLIL also
enhanced the confidence level of students and they reduced speaking hesitation. This
study has provided some teaching suggestions based on findings, along with the
recommendations for future researchers.
