The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils
Nemt-allah, M., Bahnasawy, A., Khalifa, W. (2025). The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils. EKB Journal Management System, 4(7), 79-99. doi: 10.21608/bsujpc.2025.355423.1064
Mohamed Ali Nemt-allah; Ahmed Fikry Bahnasawy; Waleed El-Sayed Khalifa. "The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils". EKB Journal Management System, 4, 7, 2025, 79-99. doi: 10.21608/bsujpc.2025.355423.1064
Nemt-allah, M., Bahnasawy, A., Khalifa, W. (2025). 'The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils', EKB Journal Management System, 4(7), pp. 79-99. doi: 10.21608/bsujpc.2025.355423.1064
Nemt-allah, M., Bahnasawy, A., Khalifa, W. The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils. EKB Journal Management System, 2025; 4(7): 79-99. doi: 10.21608/bsujpc.2025.355423.1064

The Effect of Training on Content and Language Integrated Learning (CLIL) Strategy in Foreign Language Anxiety Among Primary Stage Pupils

BSU-Journal of Pedagogy and Curriculum
Volume 4, Issue 7, January 2025, Page 79-99  XML PDF (557.72 K)
Document Type: Original Research
DOI: 10.21608/bsujpc.2025.355423.1064
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Authors
Mohamed Ali Nemt-allah email orcid 1; Ahmed Fikry Bahnasawyorcid 2; Waleed El-Sayed Khalifaorcid 3
1Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Egypt
2Educational Psychology Department, Faculty of Education, Beni Suef University, Beni Suef, Egypt
3Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Dakahlia, Egypt
Abstract
This study investigated the effectiveness of Content and Language Integrated Learning (CLIL) training in reducing foreign language anxiety among primary stage pupils through a quasi-experimental design. The sample consisted of 63 sixth-grade students from Kafr El-Zayat Educational Administration, Gharbia Governorate, Egypt. Participants (38 females, 25 males) aged 11-12 years (M = 11.27, SD = 0.447) were divided into an experimental group (n = 32) from Kafour Belshai Primary School and a control group (n = 31) from New Kafour Belshai Basic Education School. The author developed Foreign Language Anxiety Scale (FLAS), which consisted of three subscales: Language Skills Anxiety, Fear of Negative Evaluation, and Language Learning Environment Tension. ANCOVA results revealed significant reductions in anxiety levels across all dimensions for the experimental group, with the largest effects observed in total anxiety (η² = 0.44) and Fear of Negative Evaluation (η² = 0.43). Repeated measures ANOVA demonstrated sustained anxiety reduction through the follow-up period, with the experimental group maintaining significantly lower anxiety levels (F = 69.53, p < .01, η² = 0.70) compared to the control group. The findings suggest that CLIL training effectively reduces foreign language anxiety among primary students, with the most substantial reduction observed in the Fear of Negative Evaluation dimension, indicating the intervention's particular effectiveness in addressing students' concerns about negative assessment in foreign language learning.
Keywords
Keywords: Content and Language Integrated Learning (CLIL); Foreign Language Anxiety; Primary Education; Foreign Language Teaching
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