THE IMPACT OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) ON SPEAKING FLUENCY AND CONCEPTUAL RETENTION IN HIGHER EDUCATION

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) on undergraduate students' speaking fluency and subject matter retention. Using a quasi-experimental design with 50 second-semester students, the research compares the CLIL approach against traditional English for Specific Purposes (ESP) instruction. Findings indicate that while both groups achieved similar mastery of content, the CLIL group demonstrated significantly higher levels of oral communication confidence and lexical range. The results suggest that the "4Cs" framework (Content, Communication, Cognition, and Culture) provides a superior immersive environment for developing spontaneous speech production.