A meta-analysis of content and language integrated learning in english

Abstract

The purpose of this study is to investigate the effects of integrated content and English education. To fulfill this, 30 studies conducted in elementary school setting matching the meta-analysis criteria, such as being quantitative, experimental, or having affective statistical results after searching for the key words of "content-based", "theme-based" and "integrated learning" on the accessible databases such as RISS and Google scholar were selected. The results of meta-analysis are as follows: 1) Content-based integrated English education is more effective in improving English skills than improving affective factors. 2) There is no discernable difference in effect sizes among different grades. 3) Integrating with knowledge-based subjects were more effective than integrating with all the subjects.