Benefits and limitations of using CLIL for EFL teaching

Abstract

The aim of this research synthesis was to determine the benefits and limitations of CLIL (Content and Language Integrated Learning) for EFL teaching, as well as students' perceptions regarding CLIL. Eleven studies were analyzed for this exploratory bibliographical research, which were accessible through online databases, such as Google Scholar, Research Gate, Semantic Scholar, and Educational Journals. In addition, empirical articles were used for this analysis regardless of their research design. Studies conducted at various levels of education were considered, as well. The benefits and limitations of this methodology, as well as the perceptions and attitudes of the educational process of the participants, were examined in order to attain this objective. According to the findings, CLIL is effective in developing and increasing learners' language and cognitive skills. Furthermore, this methodology revealed more positive attitudes and perceptions than negative ones. All of the studies showed that CLIL brings positive results, especially in students' English productive skills. None of the studies analyzed in this research synthesis addressed the limitations of using CLIL. Finally, several recommendations were made based on the issues revealed through the data analysis, which may be used in future research projects.