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

implementation of CLIL method. The IELTS test is a well- established assessment tool for evaluating English language proficiency. c) Procedures The whole process of this research took 2 months to get completed. Evey week, each group participated in two classes, the first class lasted for 2 hours and the second one for 1 hour. Therefore, a total number of 21 hours of instruction was taken place. i. Data Collection Procedures The data collection process took place during the first semester of 2022. Initially, the researcher administered the OPT to all participants to determine their baseline proficiency level in speaking fluency. Based on the results, which indicated an intermediate level, the control and experimental groups were formed. A proficiency speaking test of IELTS was then conducted as a pretest for both groups to establish a baseline and ensure that any differences in the results were solely attributed to the implementation of the CLIL method. For the experimental group, English language instruction was delivered using the CLIL approach. The implementation of the CLIL method included integrating content subjects with language instruction, providing meaningful and authentic language use opportunities. The control group received English language instruction through the traditional non-CLIL method, following the curriculum and instructional materials prescribed by the school. At the end of the instructional period, both groups were asked to take the IELTS speaking test as a posttest to measure their speaking fluency. The control group was kept isolated from any influence of the experimental group to ensure the validity of the results. ii. Data Analysis Procedures The collected data from the pretest and posttest were scored and entered into statistical software (e.g., SPSS) for analysis. Descriptive statistics, such as means and standard deviations, were calculated to summarize the data. To determine whether there was a significant difference in speaking fluency between the control and experimental groups, an independent sample t-test was employed as the statistical analysis technique. This test allowed for the comparison of mean scores between the two groups, providing insights into the effectiveness of the CLIL method in enhancing speaking fluency. IV. R esults and D iscussion The results as indicated by the tables below, showed that according to the hypothesis, CLIL method improves the speaking fluency of students. The result of T test showed that the students who were taught English by CLIL methodology received higher scores from the independent scores. Mean of control learners’ posttest is 89.36 (SD= 12.67) and that of experimental ones is 109.04 (SD= 8.538). Due to the amount of skewness and Kurtosis (+2 to -2) and also based on the value of Kolmogorov- Smirnova and Shapiro-Wilk test (sig> 0. 05), the data have a normal distribution. © 2023 Global Journals Volume XXIII Issue VIII Version I 95 ( ) Global Journal of Human Social Science - Year 2023 G Enhancing Speaking Fluency Trough Content and Language Integrated Learning (CLIL): A Case Study of High School Students in Kerman Province