Impact of enhanced input, pushed output, and inner speech on the accuracy of EFL Learners under varying task complexities of content and language integrated learning

Abstract

The integrated  teaching  of  content  and language  has  emerged   as  one of the recent educational  practices  with  promising  success   in learning  outcomes such as  critical thinking, lexical   gains   and genres   of academic   language. Yet   this pedagogical approach faced challenges in drawing the attention of learners to target language structures and attaining desired level of target language accuracy. In a move to address this gap, three focus on form pedagogical tools namely, input enhancement, pushed output, and inner speech have been experimented  in  this study. Also,  the study examined  how degree  of  task  complexity  played  out   with  the  use of  these pedagogical  tools . The  study  employed quasi-experimental  design  with  quantitative data analysis tools. The results demonstrates  that  learner  inner  speech  helps  to draw the attention of learners to target structures while the remaining two  have limited or no impact. The procedures followed in experimentation of  the  interventions lend practical  insights on  how  to fill  this gap  in CLIL practice.

Keywords: CLIL, Focus on form, Task complexity, Attention, Accuracy