The Implementation of CLIL to Enhance Oral Communication Skills in Undergraduate Students

Resumen

This study investigates the effectiveness of the Content and Language Integrated Learning (CLIL) approach in enhancing oral communication skills among undergraduate students of English as a Foreign Language. The research was conducted over twelve weeks with thirty participants aged 18 to 22 enrolled in an intermediate English course. A quasi-experimental design with pre-test and post-test assessments was applied to measure students’ progress in four key areas: vocabulary use, fluency, time management, and confidence. The CLIL intervention included thematic debates, project-based presentations, and authentic communicative tasks integrating academic content and linguistic objectives. Statistical results revealed significant improvement across all dimensions, with participants progressing from level A1.2 to A2.2 according to the Common European Framework of Reference for Languages (CEFR). The Chi-square test (p = 0.001) confirmed the strong relationship between the implementation of CLIL and the enhancement of speaking proficiency. Findings highlight the pedagogical potential of CLIL to increase learner motivation, promote meaningful interaction, and reduce communicative anxiety in EFL classrooms. This research contributes to the understanding of effective methodologies for language teaching in Latin American higher education and encourages further exploration of CLIL’s adaptability to diverse learning contexts.