Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Enhancing Speaking Fluency Trough Content and Language Integrated Learning (CLIL): A Case Study of High School Students in Kerman Province Sara Khosravi Abstract- This study examines the impact of content and language integrated learning (CLIL), a popular method for teaching English, on the development of speaking skills among high school students. Speaking skills are emphasized as crucial among the four language skills due to their effectiveness in communication. The paper discusses the techniques employed by teachers in teaching speaking, focusing on a sample of 100 intermediate students from a high school in the Yazd province. To gather research data, an Oxford Placement Test (OPT) was initially conducted to ensure homogeneity among the students, followed by an IELTS test as a posttest for both groups to assess the influence of CLIL on speaking fluency. Statistical analysis was performed using SPSS-26 software package. The findings demonstrate the effectiveness of CLIL in enhancing learners' speaking skills, with a T-test used as the statistical test to answer the research question. Keywords: content and language integrated learning (CLIL), speaking skill, speaking fluency, language learning methodology I. I ntroduction eveloping effective speaking skills in English is of paramount importance due to its vital role in communication. Speaking is not only a means of expressing thoughts and ideas, but it also enables individuals to actively engage in social interactions and contribute to meaningful conversations (Vygotsky, 1978). According to Warschauer and Healey (1998), speaking is considered the most fundamental and practical language skill as it allows learners to convey their intentions, negotiate meaning, and build interpersonal relationships. Furthermore, the significance of teaching English speaking skills extends beyond basic communication. In today's globalized world, proficiency in spoken English is often a prerequisite for academic and professional success (Gupta, 2011). Many educational institutions and employers require individuals to demonstrate competence in oral communication to participate effectively in academic discussions, presentations, interviews, and collaborative projects (Brown, 2007). The ability to express oneself fluently and coherently in spoken English opens doors to diverse opportunities, enhances cultural exchange, and fosters international understanding. By prioritizing the teaching of speaking skills, educators can empower learners to become confident and competent communicators in English. Providing ample opportunities for practice, incorporating authentic and interactive tasks, and integrating technology can facilitate the development of fluency, accuracy, and communicative competence in speaking (Richards & Renandya, 2002). Effective instruction in speaking skills equips learners with the tools necessary to express their ideas, engage in meaningful interactions, and thrive in various personal, academic, and professional contexts. CLIL is an instructional approach that integrates the teaching of content subjects with language learning objectives. It involves teaching academic subjects, such as science or history, through a foreign language, in this case, English. CLIL has gained significant attention and popularity in ELT due to its potential to enhance language proficiency while simultaneously developing students' subject knowledge and skills. The use of CLIL in ELT has several benefits. Firstly, it provides students with authentic and meaningful language use by immersing them in real-life contexts and subject matter. This approach allows students to develop both their language skills and their understanding of specific content areas. Secondly, CLIL promotes active learning, critical thinking, and problem- solving skills as students engage with complex topics and language simultaneously. By using English as the medium of instruction, students are challenged to express their thoughts and ideas effectively, leading to improved speaking fluency. Research studies have shown positive outcomes regarding the impact of CLIL on speaking fluency. For example, a study by Smith and Fortune (2010) found that CLIL students demonstrated greater fluency in spoken English compared to students who received traditional language instruction. Similarly, Coyle et al. (2010) reported that CLIL programs enhanced students' oral communication skills, enabling them to engage in extended discourse and express themselves more confidently. In recent years, there has been a growing emphasis on communication methods in English language teaching. However, the use of CLIL methodology remains relatively unnoticed. Additionally, speaking, which is a crucial aspect of English as a Foreign Language (EFL) learning, has not received D © 2023 Global Journals Volume XXIII Issue VIII Version I 93 ( ) Global Journal of Human Social Science - Year 2023 G Author: M.A. Student in TEFL, Bahonar University, Kerman, Iran. e-mail: sarakhosravi98@yahoo.com