Use of the CLIL approach to strengthen reading skills in Ecuadorian technical high school students through computer science-related materials.

Abstract

Learning English as a foreign language represents a major challenge for high school students in Ecuador, particularly in the development of reading comprehension. This study analyzed the relationship between the application of the Content and Language Integrated Learning (CLIL) approach, mediated by Informatics-related material, and the development of English reading skills. A quantitative, quasi-experimental, comparative–correlational design was used, complemented by a qualitative component. The participants were 121 technical high school students majoring in Informatics: an experimental group (n = 60) that worked with the CLIL methodology through technical vocabulary, specialized readings, the Informatics Dictionary project, and interactive activities, and a control group (n = 61) that followed traditional language instruction. A ten-point reading proficiency test assessed five sub-skills (skimming, scanning, vocabulary in context, making inferences, and structure and purpose), together with a Likert-scale perception questionnaire and an open-ended question. The experimental group obtained a higher mean score (M = 8.17; SD = 2.10) than the control group (M = 7.61; SD = 2.30), with a statistically significant difference in the skimming sub-skill (p = .033) and a small overall effect size (d = 0.25). More than 72% of the respondents valued the methodology positively across all dimensions, and the qualitative analysis highlighted technical vocabulary acquisition, motivation, and the connection with students' future professional life. It is concluded that CLIL with Informatics-related material is a relevant pedagogical alternative to strengthen English reading skills in Ecuadorian technical high school education.