Exploring the Implementation of CLIL in an EFL Virtual Learning Environment





CLIL, EFL learning, teaching methodology, virtual tools, health emergency, critical thinking, motivation


This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students’ listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.


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Author Biography

Nidia Paola Villalobos Salinas, Universidad de la Amazonia

Nidia Paola Villalobos Salinas holds a BA in English Language Teaching from Universidad de la Amazonia, Florencia (Colombia). Her research interests involve CLIL and emerging trends for EFL teaching, autonomy and literature in English learning, and the use of ICT in the EFL field. Currently, she is a candidate for the Master's degree in Pedagogical Mediation in English Language Learning from Universidad Nacional Abierta y a Distancia. 


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How to Cite

Yaguara, J. A. ., Villalobos Salinas, N. P., & Otálora Caviche, J. C. (2022). Exploring the Implementation of CLIL in an EFL Virtual Learning Environment. Latin American Journal of Content & Language Integrated Learning, 14(2), 187–214. https://doi.org/10.5294/laclil.2021.14.2.1




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