ISSN: 2226-6348
Open access
The significance of the English language in Malaysian society and globalised contexts is notable, prompting the education system to emphasise fostering proficient English speakers. Despite this, English language acquisition continues to present challenges related to perception, dependence on teachers, inadequate support, vocabulary constraints, motivation issues, language anxiety, and cultural preferences towards the mother tongue. Therefore, effective teaching strategies, supportive learning environments, and cultural sensitivity are required to address these challenges. Past studies revealed that Content and Language Integrated Learning (CLIL) and digital tools are increasingly recognized for their impact on language education. However, primary school teachers in Malaysia often lack awareness of the practical benefits of integrating CLIL with digital tools. Thus, the objective of this research is to identify the potential impact of integrating CLIL with digital tools in Malaysian primary schools. A survey involving 144 English teachers from 13 Chinese National Type schools in an urban district indicates a positive perception of the integration, emphasizing significant improvements in students' language proficiency, including grammar, accuracy, fluency, and the four language skills: listening, speaking, reading and writing skills. Besides that, the incorporation of digital tools as well as the authentic context of CLIL lessons foster students’ motivation and engagement in language learning, ultimately contributing to the advancement of language proficiency. Furthermore, the integration can instil the 7Cs of 21st-century skills—critical thinking, creativity, collaboration, communication, computing and ICT literacy, cultural awareness, and career readiness. This study advocates for the adoption of CLIL with digital tools to revolutionise English language learning in Malaysia.
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