Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL…

Background/purpose: This research aimed to evaluate the impact of integrating the WSQ-based flipped learning method with cooperative learning on speaking performance among English as a Foreign Language (EFL) learners. Addressing the challenges EFL learners face in oral proficiency, the study sought to determine whether this innovative pedagogical…

Widely implemented in Europe over the last three decades, Content and Language Integrated Learning (CLIL) has been researched in some European contexts more extensively than in others, with the Norwegian context being among the least represented. This paper attempts to contribute to filling in the gap by examining the impact of a short-term CLIL…

While most empirical studies have investigated the improvement of learners' L2 spoken proficiency via speaking-related interventions, the present study examined the same topic through a different modality: listening. Ninety-five first-year tertiary-level students of English as a second language (ESL) in Hong Kong participated in this three-month…

This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain)…