Effect of CLIL and Non-CLIL Approaches on the Written Competence of Upper-Secondary Students

This article explores the effect of CLIL (Content and Language Integrated Learning) and non-CLIL approaches (English as a Foreign Language) on written production in L2 of two groups of upper secondary students (grade four, age sixteen). To address this concern, we focus on a comparative study based...

The International Journal of Pedagogy and Curriculum

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