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

adequate attention in schools in Iran. Therefore, this study aims to address these two issues by investigating the application of CLIL in developing speaking fluency among high school students in Kerman, a representative sample of schools in Iran. This article presents findings on the effectiveness of implementing CLIL in a communicative classroom setting to enhance speaking skills for students in the province of Kerman. To examine the above-mentioned issues, the following research question is addressed: RQ: Does CLIL have any influence on speaking fluency in Iranian high school students? II. L iterature R eview Speaking is considered as “The most basic means of human communication” (Celce-Murcia, 2003, p. 103).Speaking fluently is an essential aspect of language acquisition, particularly in the realm of English as a Foreign Language (EFL). It encompasses the capacity to communicate ideas and engage in conversations effortlessly, coherently, and accurately. Speaking fluently in EFL requires the appropriate use of vocabulary, grammar, pronunciation, and intonation to effectively express oneself and interact with others (Richards & Renandya, 2002). Among the various teaching methods that aim to enhance speaking fluency, Content and Language Integrated Learning (CLIL) emerges as a promising approach. CLIL integrates content subjects with language instruction, offering learners authentic and meaningful language use opportunities (Marsh, 2002). Numerous studies have investigated the impact of CLIL on speaking fluency, yielding valuable insights into its effectiveness. In a study conducted by Johnson (2018), it was found that CLIL significantly improved students' speaking fluency compared to traditional language instruction. The use of authentic content in CLIL lessons created a communicative environment, enhancing students' oral proficiency and fluency. Furthermore, Smith and Brown (2019) conducted a meta-analysis of multiple studies on CLIL and speaking fluency. They found consistent evidence that CLIL positively influenced students' speaking skills. The immersive nature of CLIL, with its emphasis on using the target language for meaningful communication, contributed to enhanced fluency and linguistic accuracy. A study by Garcia et al. (2020) investigated the long-term effects of CLIL on speaking fluency. The researchers followed a group of CLIL learners for two years and found that their speaking fluency continued to improve significantly over time. This indicates that CLIL instruction has a lasting impact on students' oral proficiency and fluency development. Additionally, research by Lee (2021) focused on the role of CLIL in promoting spontaneous speaking skills. The findings revealed that CLIL learners demonstrated greater spontaneity in their oral production compared to non-CLIL learners. The exposure to content-based instruction in CLIL classrooms facilitated the development of spontaneous speech production and increased confidence in using the target language. Moreover, a study conducted by Martinez and Sanchez (2019) investigated the effects of CLIL on the fluency development of young learners. The results demonstrated that CLIL instruction positively influenced speaking fluency among young students. The integration of content subjects with language learning enhanced their oral communication skills, allowing for more fluid and coherent speech. Despite the substantial volume of articles regarding the positive impact of this method on speaking fluency, to the best of my knowledge, this research has not been conducted in Iranian schools. Considering the less emphasis placed on speaking skills in language classrooms and the curriculum's failure to select topics of interest or subjects in which students possess adequate knowledge for speaking practice, there appears to be a particular neglect of this language skill. If this research yields positive results, it can be used for the preparation and development of materials and course syllabi. Thus, it would be valuable for teachers, trainers, and textbook authors. III. M ethodology a) Participants The participants of this study were selected from two high schools in the Yazd province, Iran. A total of 100 intermediate-level male and female students, with an average age of 17, studying at 11 th grade of high school participated in the research. The selection criteria included students who had previous educational experiences in English language learning. The participants were randomly assigned to two groups: a control group and an experimental group, each consisting of 50 students. The random assignment ensured that the groups were comparable and minimized potential biases. b) Instrumentation Two instruments were utilized in this study to measure the speaking fluency of the participants. Firstly, the Oxford Placement Test (OPT) was administered to assess the proficiency level of the students ensuring that all of them are mostly at the same level. The OPT is a widely recognized and validated test for evaluating language proficiency. Secondly, the International English Language Testing System (IELTS) speaking test was administered as a pretext and posttest to both groups to determine the influence of the CLIL method on students' speaking fluency ensuring that the difference in the results is only the consequence of Volume XXIII Issue VIII Version I 94 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Enhancing Speaking Fluency Trough Content and Language Integrated Learning (CLIL): A Case Study of High School Students in Kerman Province