The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils

Nemt-allah, Mohamed Ali; Bahnasawy, Ahmed Fikry; Khalifa, Waleed El-Sayed

doi:10.21608/bsujpc.2025.355423.1064

The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils

Document Type : Original Research

Authors

¹ Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Egypt

² Educational Psychology Department, Faculty of Education, Beni Suef University, Beni Suef, Egypt

³ Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia, Egypt

10.21608/bsujpc.2025.355423.1064

Abstract

This study investigated the effectiveness of Content and Language Integrated Learning (CLIL) training in reducing foreign language anxiety among primary stage pupils through a quasi-experimental design. The sample consisted of 63 sixth-grade students from Kafr El-Zayat Educational Administration, Gharbia Governorate, Egypt. Participants (38 females, 25 males) aged 11-12 years (M = 11.27, SD = 0.447) were divided into an experimental group (n = 32) from Kafour Belshai Primary School and a control group (n = 31) from New Kafour Belshai Basic Education School. The author developed Foreign Language Anxiety Scale (FLAS), which consisted of three subscales: Language Skills Anxiety, Fear of Negative Evaluation, and Language Learning Environment Tension. ANCOVA results revealed significant reductions in anxiety levels across all dimensions for the experimental group, with the largest effects observed in total anxiety (η² = 0.44) and Fear of Negative Evaluation (η² = 0.43). Repeated measures ANOVA demonstrated sustained anxiety reduction through the follow-up period, with the experimental group maintaining significantly lower anxiety levels (F = 69.53, p < .01, η² = 0.70) compared to the control group. The findings suggest that CLIL training effectively reduces foreign language anxiety among primary students, with the most substantial reduction observed in the Fear of Negative Evaluation dimension, indicating the intervention's particular effectiveness in addressing students' concerns about negative assessment in foreign language learning.

Keywords

Main Subjects