Implementing Content and Language Integrated Learning (CLIL) in a Secondary English Classroom in Thailand: An Investigation of Communication and Cognitive Skills
Keywords:
CLIL approach, secondary student, CLIL activities, communication skill, cognitive skillAbstract
This study investigated the development of communication and cognitive skills through the implementation of Content and Language Integrated Learning (CLIL) in secondary English classrooms in Thailand. Previous research had rarely examined how CLIL enhances both communicative competence and higher-order thinking in the Thai EFL context, creating a need for empirical evidence in this area. The objectives were to explore the effectiveness of CLIL instruction in improving students’ English communication skills and cognitive abilities. The participants were 34 lower secondary students from a public school in Rayong Province. The study employed a qualitative method design, using classroom video observations and teacher reflection. The findings from classroom observations indicated that students participating in CLIL lessons demonstrated noticeable improvement in oral communication and critical thinking, as reflected in their increased participation, ability to express ideas, and use of English in meaningful contexts, compared with more teacher-centered instructional practices. They also reported higher engagement, motivation, and confidence in using English for content learning. The new findings indicated that integrating subject content with English language learning encouraged authentic communication, problem-solving, and reflective thinking, suggesting that CLIL can effectively promote both communication and cognitive development in the Thai EFL context.
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