Title: Technologies in content and language integrated learning: types, purposes, and outcomes

Authors: Xieling Chen; Di Zou; Haoran Xie

Addresses: School of Education, Guangzhou University, Guangzhou, China ' Department of English Language Education, The Education University of Hong Kong, New Territories, Hong Kong ' Department of Computing and Decision Sciences, Lingnan University, New Territories, Hong Kong

Abstract: Content and language integrated learning (CLIL) has evolved into a catalyst for conceptualising and re-conceptualising how languages are adopted as both learning medium and object. Scholars are attempting to integrate technologies into traditional CLIL scenarios. This study systematically reviewed studies on technology-enhanced CLIL (T-CLIL) and the learning outcomes reported. A total of 23 eligible studies published from 2013 to 2021 were analysed. We systematically reviewed T-CLIL literature from the perspectives of technology types, purposes of technology use, and outcomes due to technology use. Different technologies (e.g., multimedia, web 2.0, and learning management systems) were applied to deliver instructional content, facilitate interactions, promote practices, enhance problem-based learning, etc. Findings also revealed that T-CLIL improved students' subject knowledge and language skills and promoted their learning motivation, engagement, problem-solving, and critical thinking abilities. The findings of this review demonstrated how state-of-the-art technologies could be utilised in CLIL classrooms to promote learners' comprehension of non-linguistic concepts in a second language and their second-language use for real-world professional problem-solving.

Keywords: content and language integrated learning; CLIL; technology type; technology-enhanced CLIL; purpose; learning outcomes.

DOI: 10.1504/IJMLO.2024.141807

International Journal of Mobile Learning and Organisation, 2024 Vol.18 No.4, pp.461 - 495

Received: 10 Sep 2022
Accepted: 01 Nov 2022
Published online: 02 Oct 2024 *

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