ERIC - Search Results

Publication Date

In 2025	2
Since 2024	2
Since 2021 (last 5 years)	2
Since 2016 (last 10 years)	2
Since 2006 (last 20 years)	2

Descriptor

Content and Language…	2
Foreign Countries	2
Beliefs	1
Bilingual Education	1
English (Second Language)	1
Independent Study	1
Junior High School Students	1
Language of Instruction	1
Learning Experience	1
Learning Processes	1
Learning Strategies	1
Linguistics	1
Listening Skills	1
Metacognition	1
Outcomes of Education	1
Program Effectiveness	1
Program Implementation	1
Secondary School Students	1
Self Control	1
Self Efficacy	1
Self Evaluation (Individuals)	1
Social Cognition	1
Student Attitudes	1
Vignettes	1
More ▼

Source

International Journal of…	1
Language and Education	1

Author

Alfred W. T. Lo

Publication Type

Journal Articles	2
Reports - Research	2
Tests/Questionnaires	1

Education Level

Secondary Education	2
Junior High Schools	1
Middle Schools	1

Audience

Location

Hong Kong

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 2 results Save | Export

Unlocking CLIL Success: Exploring the Interplay between Students' Self-Regulation Levels, Linguistic Challenges and Learning Outcomes in Hong Kong Secondary Education

Peer reviewed

Direct link

Alfred W. T. Lo – Language and Education, 2025

The pedagogical approach--Content and Language Integrated Learning (CLIL)--has been widely adopted around the globe with its dual aims of developing students' second language (L2) proficiency and mastering content knowledge simultaneously. However, its effectiveness remains inconsistent. This inconsistency has led researchers to call for an…

Descriptors: Content and Language Integrated Learning, Secondary School Students, Self Control, Program Implementation

Students' Self-Regulatory Processes in Content and Language Integrated Learning: A Vignette-Based Microanalytic Study

Peer reviewed

Direct link

Alfred W. T. Lo – International Journal of Bilingual Education and Bilingualism, 2025

Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a…

Descriptors: Content and Language Integrated Learning, Learning Strategies, Metacognition, Independent Study