2030雙語政策對台灣各教育階段的英語教育已產生明顯影響。為了提升學生的雙語能力以及發展學科知識，CLIL（內容與語言整合學習）已實施於K1至K12的課程中。本研究旨在探討小學生與CLIL教師在EFL（英語為外語）環境中的CLIL課堂中使用的認知策略、跨語言策略及社會情感策略藉以用來提升學生聽說理解能力。兩所公立學校共605名學生與5名CLIL教師參與此研究。透過學生與教師問卷，以及半結構式教師訪談收集質性與量化數據，並運用單一樣本t檢定與皮爾遜相關係數檢定進行統計分析。研究結果顯示，學生主要依賴認知策略，而CLIL教師最常使用跨語言策略。質性數據顯示，不同策略可透過各種活動來提升學生的聽說理解能力，包括使用視覺與教具輔助、關鍵字複述、使用母語解釋與澄清，以及互動式活動等。本研究提供了具有價值的見解，並為雙語教育中的教學實踐，特別是CLIL教育中的認知策略、跨語言策略及社會情感策略的運用提出具體建議。未來研究建議可進一步探討這些策略在不同教育情境中的其他語言技能與長期影響。

The 2030 Bilingual Policy has significantly impacted English education across all educational levels in Taiwan. Content and Language Integrated Learning (CLIL) has been integrated into K-12 to enhance students’ bilingual proficiency while developing subject knowledge. This study explores cognitive, translanguaging, and socio-affective strategies that primary school students and CLIL teachers employ to improve students' aural/oral comprehension in CLIL classrooms within EFL settings. Two public schools, involving 605 students and five CLIL teachers, participated in the research. Qualitative and quantitative data were collected through student and teacher questionnaires and semi-structured teacher interviews. A one-sample t-test and Pearson correlation coefficient test were conducted for statistical analysis. The results indicated that students primarily relied on cognitive strategies, while CLIL teachers most frequently employed translanguaging strategies. Qualitative data suggested different activities for these strategies to enhance students' aural/oral comprehension in CLIL classrooms, including visual and teaching aids, keyword repetition, the use of the mother tongue for explanations and clarifications, and interactive activities. This study provides valuable insights and offers instructional practices for bilingual education, particularly cognitive, translanguaging, and socio-affective strategies utilization in CLIL education for primary schools. Future research is encouraged to examine other language skills and the long-term impact of these strategies across various educational contexts.

Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners(Doctoral dissertation, Colorado State University). ProQuest Dissertations & Theses Global. https://www.proquest.com/openview/de46b9bab0b1cd6a588ff2399782ead0/1?pq-origsite=gscholar&cbl=18750

Aguilar, M., & Rodriguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingualism and Bilingual Education, 15(2), 183-197.

Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.

Alisoy, H. (2025). Practical classroom techniques for successful CLIL implementation. Porta Universorum, 1(1), 5-12.

Akbar, R. S. S., & Taqi, H. A. (2020). Translanguaging as an ESL learning strategy: A case study in Kuwait. International Journal of Higher Education, 9(6), 54-63.

Azmi, B. M., Celik, B., Yidliz, N., & Tugrul, M. C. (2014). Listening comprehension difficulties encountered by students in second language learning class. Journal of Educational and Instructional Studies in the World, 4(4), 1-6.

Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. Modern Language Journal, 76(2), 160-177.

Bailey, N. (2015). Attaining content and language integrated learning (CLIL) in the primary school classroom. American Journal of Educational Research, 3(4), 418-426.

Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content & Language Integrated Learning, 5(1), 46-56.

Bernhardt, S. (1997). Self-efficacy and second language learning. The NCLRC Language Resource, 1(5).

Bianco, M., Bressoux, P., Doyen, A. L., Lambert, E., Lima, L., Pellenq, C., & Zorman, M. (2010). Early training in oral comprehension and phonological skills: Results of a three-year longitudinal study. Scientific Studies of Reading, 14(3), 211-246.

Bianco, M. (2015). Du langage oral à la compréhension de l’écrit. Presses Universitaires de Grenoble.

Bidabadi, F. S., & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English language teaching, 4(1), 26-32.

Brown, H. D. (2001). Teaching by principles: An integrative approach to language pedagogy (2nd ed.). White Plains, NY: Pearson Education.

Buck, G. (2001). Assessing Listening. Cambridge University Press.

Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41(2), 81-92.

Campillo, J. M., Sánchez, R., & Miralles, P. (2019). Primary teachers’ perceptions of CLIL implementation in Spain. English Language Teaching, 12(4), 149-156.

Council of Europe. (n.d.). CEFR Illustrative tasks: Reading and listening. Retrieved August 17, 2023, from https://www.coe.int/en/web/common-european-framework-reference-languages/using-illustrative-tasks

Cenoz, J., & Gorter, D. (2015). Minority languages, state languages, and English in European education. The Handbook of Bilingual and Multilingual Education, 473-483.

Cenoz, J. (2015). “Discussion: Some reflections on content-based education in Hong Kong as part of the paradigm shift.”International Journal of Bilingual Education and Bilingualism, 18(3): 345-351.

Chamot, A. U., & O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249.

Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Addison-Wesley.

Charunsri, K. (2019). The challenges of implementing content language integrated learning in tertiary education in Thailand: A review and implication of materials. Advances in Language and Literary Studies, 10(4), 125-129.

Chen, C.-C. (2021). Feasible strategies for implementing CLIL in schools [Original title in Chinese]. Taiwan Educational Review Monthly, 10(12), 64-69. (Original work published in Chinese)

Chen, F., Kao, S. M., & Tsou, W. (2020). Toward ELF-informed bilingual education in Taiwan: Addressing incongruity between policy and practice. English Teaching & Learning, 44(2), 175-191.

Chen, H. C. (2013). Investigation on social interaction and learners' perception in a virtual world. (Unpublished master’s thesis). National Chiayi University, Chiayi, Republic of China.

Chen, H. C (2023). Teaching CLIL to primary school students under Taiwan’s bilingual 2030 plan. TESOL Communications, 3(1), 66-68.

Chuang, M. T., Chang, B., & Chen, H. C. (2014). Investigating reported social and affective strategy use by EFL learners in virtual and real learning environments. International Journal of Applied Linguistics and English Literature, 3(2), 27-33.

Cross, J. (2009). Diagnosing the process, text, and intrusion problems responsible for L2 listeners’ decoding errors. Asian EFL Journal, 11(2), 31-53.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

Coyle, Do (1999): Supporting Students in Content and Language Integrated Contexts: Planning for Effective Classrooms. In: Masih, John (ed.): Learning through a foreign language-models, methods and outcomes. London: Centre for Information on Language Teaching and Research (CILT), 46-62.

Coyle, D. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 13(5), 1-18.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press. https://doi.org/10.1017/9781009024549

Coyle, D. (2013). Listening to learners: An investigation into ‘successful learning’ across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244-266.

Coyle, D. (2015). Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning. Latin American Journal of Content & Language Integrated Learning, 8(2), 84-103.

Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.

Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.

Cumming, B. (2012). Implementing a successful bilingual education program in Japan: Support for minority languages and the present climate of bilingual education. The Journal of the Faculty of Foreign Studies, 44, 77-101.

Czura, A., Papaja, K., & Urbaniak, M. (2009). Bilingual education and the emergence of CLIL in Poland. CLIL Practice: Perspectives from the Field, 172-178.

Dale, L., Oostdam, R., & Verspoor, M. (2018). Searching for identity and focus: Towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism, 21(3), 366-383.

Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam/Philadelphia: John Benjamins Publishing Co.

Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning. (CLIL): Current Research From Europe. In D. Werner And V. Laurenz (Eds.) Future Perspectives in English Language Teaching. Heidelberg: Carl Winter. 139-57.

Daneman, M., & Merikle, P. M. (1996). Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin and Review, 3, 422-433.

Demirel, M. (2009). The validity and reliability study of the Turkish version of strategy inventory for language learners. World Applied Science Journal, 7(6), 708-714.

Derry, S. J., & Murphy, D. A. (1986). Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56(1), 1-39.

Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285-300.

Diab, A. A. M., Abdel-Haq, I. M., & Aly, M. A. S. (2018). Using the content and language integrated learning (CLIL) approach to develop student teachers’ EFL receptive skills. Online Submission.

Domínguez, G. G. (2025). Functions of translanguaging in primary school CLIL and EFL settings. Journal of Language and Culture in Education, 2(Special Issue), 76–94.

Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties. Sage.

Ellison, M. (2014). CLIL as a catalyst for developing reflective practice in foreign language teacher education (Unpublished doctoral dissertation). Faculty of Arts and Humanities, University of Porto.

Fatemi, M. A., Alishahi, M., Khorasani, M. N., & Seifi, M. (2014). The relationship between EFL learners’ self-regulation and their listening comprehension. Advances in Language and Literary Studies, 5(4), 198-201.

Feller, N. P., & Vaughan, J. (2018). Language practices of Mbya Guarani children in a community-based bilingual school. Language Practices of Indigenous Children and Youth: The Transition from Home to School, 173-204.

Feller, N. P. (2020). Translanguaging and scaffolding strategies: A case study in a primary bilingual classroom. Unpublished post-doctoral report]. University of Porto.

Field, J. (2013). Cognitive validity. Examining listening: Research and practice in assessing second language listening, 35, 77-151.

Forman, S. R. (2010). Ten principles of bilingual pedagogy in EFL. The NNEST LENS: Non-Native English Speakers in TESOL.

Gajo, L., & Serra, C. (2002). Bilingual teaching: Connecting language and concepts in mathematics. Education and Society in Plurilingual Contexts, 75-95.

Gavriilidou, Z., & Mitits, L. (2016). Adaptation of the strategy inventory for language learning (SILL) for students aged 12-15 into Greek: Developing an adaptation protocol. Selected papers on theoretical and applied linguistics, 21, 588-601.

Gentaz, E., Sprenger-Charolles, L., Theurel, A., & Colé, P. (2013). Reading comprehension in a large cohort of French first graders from low socio-economic status families: A 7-month longitudinal study. PLOS ONE, 8(11), e78608. https://doi.org/10.1371/journal.pone.0078608

Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.

García, O., & Wei, L. (2017). Translanguaging, bilingual education and bilingualism. The Handbook of Bilingual and Multilingual Education.

Gefaell, C., and B. Unterberger. 2010. CLIL programme evaluation: Deriving implementation guidelines from stakeholder perspectives. Views, 19(3): 29-35.

Gilakjani, A., & Ahmadi, A. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977-988.

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123-133.

Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review. Latin American Journal of Content and Language Integrated Learning, 11(1), 19-37.

Graham, K. M., & Yeh, Y. F. (2022). Teachers’ implementation of bilingual education in Taiwan: Challenges and arrangements. Asia Pacific Education Review, 1-12.

Goh, C. C. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124-147.

Goh, C. C. M. (1999). How much do learners know about the factors that influence their listening comprehension? Hong Kong Journal of Applied Linguistics, 4(1), 17-41.

Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.

Habte-Gabr, E. (2006). The importance of socio-affective strategies in using EFL for teaching mainstream subjects. The Journal of Humanizing Language Teaching, 8(5), 1-5.

Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16, 505-539.

Halbach, A. (2009). The primary school teacher and the challenges of bilingual education. In E. Dafouz & M. C. Guerrini (Eds.), CLIL across educational levels: Experiences from primary, secondary, and tertiary contexts (pp. 3-16). Richmond Publishing.

Hamers, J. F., & Blanc, M. H. A. (2000). Bilinguality and bilingualism (2nd ed.). Cambridge University Press.

Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-15.

Hasan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13(2), 137-153.

Henner Stanchina, C. (1987). Autonomy as metacognitive awareness: Suggestions for training self-monitoring of listening comprehension. Mélanges Pedagogiques, 69-84.

Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.

Hou, Y.-W., & Lin, C.-Y. (2021). The current status, issues, and solutions of CLIL teaching models in elementary and secondary schools in Taiwan [Original title in Chinese]. Taiwan Educational Review Monthly, 10(6), 118-124. (Original work published in Chinese)

Hsu, Y.-T. (2023). The current situation, difficulties, and coping strategies of elementary school CLIL teachers in Kaohsiung City and Tainan City (Master’s thesis, National Chiayi University). Taiwan Thesis and Dissertation Knowledge Value-Added System. https://hdl.handle.net/11296/6cvhty

Huang, H. (2022). A study of bilingual education implementation in public elementary schools of Taichung City: Taking CLIL as an example (Master’s thesis, Providence University). Taiwan Electronic Theses and Dissertations System. https://hdl.handle.net/11296/38829x

Hwang, H.-P. (2021). The current situation and challenges of bilingual education in public elementary and junior high schools [Original title in Chinese]. Taiwan Educational Review Monthly, 10(12), 6-11. (Original work published in Chinese)

Jaekel, N. (2020). Language learning strategy use in context: The effects of self-efficacy and CLIL on language proficiency. International Review of Applied Linguistics in Language Teaching, 58(2), 195-220.

Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta‐analysis. Language Learning, 64(1), 160-212.

Jinks, J., & Morgan, V. (1999). Children’s perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230.

Kao, Y. T. (2023). Exploring translanguaging in Taiwanese CLIL classes: An analysis of teachers’ perceptions and practices. Language, Culture and Curriculum, 36(1), 100-121.

Kao, S. M., Tsou, W., & Chen, F. (2021). Translanguaging strategies for EMI instruction in Taiwanese higher education. English-medium instruction translanguaging practices in Asia: Theories, frameworks and implementation in higher education, 81-99.

Karabassova, L., & San Isidro, X. (2023). Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan. International Journal of Multilingualism, 20(2), 556-575.

Kendeou, P., Van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778.

Kim, E. G., Park, S., & Baldwin, M. (2021). Toward successful implementation of introductory integrated content and language classes for EFL science and engineering students. Tesol Quarterly, 55(1), 219-247.

Kök, I. (2023). Investigating learners’ listening comprehension strategy awareness and its implications for language learning. Language Teaching Research Quarterly, 33, 132-149.

Korosidou, E., & Griva, E. (2014). CLIL approach in primary education: Learning about Byzantine art and culture through a foreign language. Studies in English Language Teaching, 2(2), 216-232.

Language and Reading Research Consortium. (2017). Oral language and listening comprehension: Same or different constructs?. Journal of Speech, Language, and Hearing Research, 60(5), 1273-1284.

Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21.

Latifi, M., Tavakoli, M., & Dabaghi, A. (2014). The effects of a self-regulatory approach on the listening comprehension achievement of EFL learners. International Journal of Research Studies in Education, 3(3), 67-78.

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641-654.

Lin, S., Winaitham, W., & Saitakham, K. (2008). The use of websites for practicing listening skills of undergraduate students: A case study at Suranaree University of Technology, Thailand. Online Submission.

Lin, T. B. (2022). The foundation of intercultural communication: The practice and challenges of bilingual education in Taiwan. Journal of Curriculum Studies, 17(1), 1-13.

Lin, Z.-B. (2020). The future of bilingual education in Taiwan: Constructing a local model [Original title in Chinese]. Taiwan Educational Review Monthly, 9(10), 8-13. (Original work published in Chinese)

Lin, Z.-B. (2022). Foundations of intercultural communication: Practices and challenges in Taiwan’s bilingual education [Original title in Chinese]. Journal of Curriculum Studies, 17(1), 1-13. (Original work published in Chinese)

Lo, Y. Y. (2014). L2 learning opportunities in different academic subjects in content-based instruction-evidence in favour of “conventional wisdom”. Language and Education, 28(2), 141-160.

Long, M. (1996). The role of the linguistic environment in second language acquisition. Handbook of Second Language Acquisition.

Lotfi, G. (2012). A questionnaire of beliefs on English language listening comprehension problems: Development and validation. World Applied Sciences Journal, 16(4), 508-515.

Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15(3), 279-288.

Makalela, L. (2015). Breaking African language boundaries: Student teachers’ reflections on translanguaging practices. Language Matters, 46(2), 275-292.

Mann, S. J., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge.

Marsh, D., & Frigols Martín, M. J. (2013). Content and language integrated learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-10). Wiley-Blackwell.

Marsh, D., Marsland, B., & Stenberg, K. (2001). Integrating competencies for working life. University of Jyväskylä.

Martínez, R. A. (2010). Spanglish as a literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149.

Massonnié, J., Bianco, M., Lima, L., & Bressoux, P. (2019). Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view. Learning and Instruction, 60, 166-179.

McCarty, S. (2012). Understanding bilingual education 2: Analyzing types of bilingual education. Child Research Net: Language Development & Education Section.

McDougald, J. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25-41.

McDougald, J. S. (2016). CLIL approaches in education: Opportunities, challenges, or threats? Latin American Journal of Content & Language Integrated Learning, 9(2).

McNamara, M. J., & Deane, D. (1995). Self-assessment activities: Toward language autonomy in language learning. TESOL Journal, 5(1), 17-21.

Meccarty, F. (2000). Lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of Spanish. Applied Language Learning, 11, 323-348.

Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.

Menegale, M. (2020). Learning strategies instruction in clil textbooks and teacher-authored materials: A qualitative study. International Journal of Linguistics, 12(2), 186-205.

Metlí, A., & Akis, D. (2022). Challenges and strategies on the content and language integrated learning approach (CLIL): A case study from the Turkish context. Latin American Journal of Content and Language Integrated Learning, 15(1).

Meyer, O. (2010). Introducing the CLIL-pyramid: Key strategies and principles for quality CLIL planning and teaching. Basic Issues in EFL-Teaching and Learning, 11-29.

Meyer, O. (2010). Towards quality CLIL: Successful planning and teaching strategies. PULSO. Revista de Educación, 33, 11-29.

Ministry of Education. (2020). The white paper on international education in primary and junior high schools. https://www.ietw2.edu.tw/cm/paragraph_file/1/124/White%20Paper%202.0.pdf

Moate, J. (2011). Reconceptualising the role of talk in CLIL. Journal of Applied Language Studies, 5(2), 17-35.

Mohseny, A., & Raeisi, N. (2009). The relationship between language proficiency of EFL students and their strategy use in listening comprehension. TEFLL, 1(4), 111-132.

Nadig, A. (2013). Listening comprehension. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 1743-1748). Springer.

National Academy for Educational Research. (2019). 教育部發布之十二年國教課綱彙整 [Curriculum guideline compilation of 12-year compulsory education]. https://www.naer.edu.tw/upload/1/16/doc/288/%E5%8D%81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E8%AA%B2%E7%A8%8B%E7%B6%B1%E8%A6%81%E7%B8%BD%E7%B6%B1.pdf

Namaziandost, E., Ahmadi, S., & Keshmirshekan, M. H. (2019). Listening comprehensionproblems and strategies used by intermediate EFL learners. Journal of English Literature and Cultural Studies, 2(3), 28-41.

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review / La Revue canadienne des langues vivantes, 63(1), 59-82.

National Development Council. (2018). Blueprint for developing Taiwan into a bilingual nation by 2030. https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzExL3JlbGZpbGUvMC8xNDUzNC9hODg1MTBkMC04YmQxLTQxZGEtYTgzZC1jOTg0NDM5Y2U3ZmMucGRm&n=QmlsaW5ndWFsIDIwMzAucGRm&icon=.pdf

Nawrot-Lis, B. (2019). Insights into CLIL methodology: The challenges of content acquisition in a CLIL course: A CLIL-based chemistry course at the lower secondary school level (Vol. 4). Springer Nature.

Nguyen, M. T. (2017). The Benefits of a Bilingual Program in English Language Teaching in Vietnam. Journal of English as an International Language, 12(1), 53-65.

Nguyen, H. T., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. (2025). Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging. Learning and Instruction, 97(10208), 5.

Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters.

Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL and bilingual education. Conceptualising Integration in CLIL and Multilingual Education, 101(1).

Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237-249.

Nowrouzi, S., Tam, S. S., Nimehchisalem, V., and Zareian, G. (2014). Developing an instrument for Iranian EFL learners’ listening comprehension problems and listening strategies. Advances in Language and Literacy Studies, 5(3).

Nowrouzi, S., Sim, T. S., Zareian, G., & Nimehchisalem, V. (2014). Self-perceived listening comprehension strategies used by Iranian EFL students. International Journal of Applied Linguistics and English Literature, 3(6), 35-41.

Nowrouzi, S., Tam, S. S., Zareian, G., & Nimehchisalem, V. (2015). Iranian EFL students’ listening comprehension problems. Theory and Practice in Language Studies, 5(2), 263.

Nunan, D. (1998). Approaches to teaching listening in the language classroom [Conference presentation]. Korea TESOL Conference, Seoul, South Korea.

O’Malley, J. M. & Chamot, A. U. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4): 418-437.

O’Malley, J. M., O’Malley, M. J., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press.

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House/Harper & Row.

Oxford, R. (1996). Language Learning Strategies Around the World: Cross-Cultural Perspectives. Hawaii, Manoa: Second Language Teaching & Curriculum Center.

Oxford, R. (2011). Teaching and Researching Language Learning Strategies. Harlow. England, N.Y: Pearson/Longman.

Phillips, V. J. (1990). English as a Second Language Learner Strategies of Adult Asian Students Using the Strategy Inventory for Language Learning (SILL). University of San Francisco.

Smithsarakarn, P. N. (2024). Taiwan’s bilingual policy and English language teaching: Quality in higher education. Ministry of Foreign Affairs (MOFA), Taiwan. https://taiwanfellowship.ncl.edu.tw/files/scholar_publish/2362-oxwwggeccgsxonz.pdf

Pladevall‐Ballester, E. (2016). CLIL subject selection and young learners’ listening andreading comprehension skills. International Journal of Applied Linguistics, 26(1), 52-74.

Pinner R. (2013), Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44-54.

Popham, W. J. (2011). Classroom assessment: What teachers need to know. Pearson.

Pourhosein, G. A., & Ahmadi, S. M. (2011). The Effect of Text Familiarity on Iranian EFL Learners’ Listening Comprehension. Journal of Language Teaching and Research, 2(4), 783-789.

Psaltou-Tzoysy, A., Alexiou, T., & Mattheoudakis, M. (2014). Language learning strategies in CLIL and non-CLIL classes (No. IKEEBOOKCH-2015-250). Aristotle University of Thessaloniki.

Poza, L. (2017). Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry. Berkeley Review of Education, 6(2), 101-128.

Poza, L. E. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1-19.

Pu, Y.-L., & Wu, K.-C. (2020). Applied research on content and language integrated learning in the health and physical education field [Original title in Chinese]. Journal of Educational Research and Practice, 67(1), 65-86. (Original work published in Chinese)

Rahimi, A., & Abedini, A. (2009). The interface between EFL learners’ self-efficacy concerning listening comprehension and listening proficiency. Novitas-ROYAL Research on Youth and Language, 3(1).

Rajab, S. Y., & Nimehchisalem, V. (2016). Listening comprehension problems and strategies among Kurdish EFL learners. The Iranian EFL Journal, 12(4), 6-27.

Risco, I. C. (2019). Understanding the selection of vocabulary learning strategies: The impact of the language teaching approach. Journal of English Studies, 17, 75-101.

Rost, M. (1994). Introducing Listening. London: Penguin.

Rost, M. (2002). Teaching and Researching Listening. London: Longman.

Rost, M. (2005). L2 Listening. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, pp. 503-527. Mahwah, NJ: Erlbaum.

Rumlich, D. (2016). Evaluating bilingual education in Germany: CLIL Students’ General English Proficiency, EFL Self-Concept and Interest. Frankfurt am Main: Peter Lang.

Saks, K., & Leijen, Ä. (2018). Adapting the SILL to Measure Estonian Learners’ Language Learning Strategies: the Development of an Alternative Model. The Language Learning Journal, 46(5), 634-646.

Serra, C. (2007). Assessing CLIL at Primary School: a Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602.

Shang, H. F. (2008). Listening strategy use and linguistic patterns in listening comprehension by EFL learners. The Intl. Journal of Listening, 22(1), 29-45.

Shukhratova, S. (2025, June). The benefits of CLIL in bilingual education. In Scientific Conference on Multidisciplinary Studies (pp. 440–445).

Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.

Taguchi, N. (2008). Pragmatic comprehension in Japanese as a foreign language. The Modern Language Journal, 92(4), 558-576

Thomas, J. A. (2014). Meaning in Interaction: an Introduction to Pragmatics. Routledge.

Tobia, V., & Bonifacci, P. (2015). The simple view of reading in a transparent orthography: The stronger role of oral comprehension. Reading and Writing, 28, 939-957.

Torres-Rincón, J. C., & Cuesta-Medina, L. M. (2019). Situated practice in CLIL: Voices from Colombian teachers. GiST Education and Learning Research Journal, 18, 109-141.

Tsou, W.-L., Kao, S.-M., & Chen, H.-C. (2018). Core principles of content and language integrated learning. In W.-L. Tsou & S.-M. Kao (Eds.), Exploring CLIL: A resource book (pp. 25-40). Bookman Books. (Original work published in Chinese)

Tsou, W. L., & Kao, S. M. (2018). Exploring CLIL: a Resource book. Bookman.

Underwood, M. (1989). Teaching Listening. New York: Longman

Ur, P. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.

Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.

Vollmer, H. J. (2008). Constructing tasks for content and language integrated learning and assessment. Task-Based Language Learning and Teaching. Theoretical, Methodological and Pedagogical Perspectives. Frankfurt/New York: Lang, 227-290.

Wang, D. (2019a). Multilingualism and translanguaging in Chinese language classrooms. Palgrave Macmillan.

Wang, M., Cheng, C., & Chen, S.-W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98(3), 542-553. https://doi.org/10.1037/0022-0663.98.3.542

Watanabe, Y. (1990). External variables affecting language learning strategies of Japanese EFL learners: Effects of entrance examination, years spent at college/university, and staying overseas [Unpublished master’s thesis]. Lancaster University.

Wei, R., & Feng, J. (2015). Implementing CLIL for young learners in an EFL context beyond Europe: Grassroots support and language policy in China. English Today, 31(1), 55-60.

Williams, C. (1994). An evaluation of teaching and learning methods in the context of bilingual secondary education [Unpublished doctoral dissertation]. University of Wales, Bangor.

Williams, C. (1996). Secondary Education: Teaching in The Bilingual Situation. The Language Policy: Taking Stock, 12(2), 193-211.

Wright, W. E., Boun, S., & García, O. (2015). Introduction: Key concepts and issues in bilingual and multilingual education. The Handbook of Bilingual and Multilingual Education, 1-16.

Xavier, A. (2017). Early bilingual education and content and language integrated learning assessment in primary education: Assessment beliefs, knowledge and practice in Portuguese state and private schools. E-Teals: an E-journal of Teacher Education and Applied Language Studies, 7(1), 11-39.

Yang, N.-D. (1992). Data on students in an intensive EFL program in Taipei [Unpublishedmanuscript]. National Taiwan University.

Yang, W., & Gosling, M. (2014). What makes a Taiwan CLIL programme highly recommended or not recommended?. International Journal of Bilingual Education an Bilingualism, 17(4), 394-409.

Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361-382.

Yang, W. (2017). From similarity to diversity: The changing use of language learning strategies in content and language integrated learning at the tertiary level in Taiwan. English Teaching & Learning, 41(1), 1-32.

Yang, W.-H. (2018). The deployment of English learning strategies in the CLIL approach: A comparison study of Taiwan and Hong Kong tertiary level contexts. ESP Today, 6(1),46-67.

Yeh, H. N., & Chern, C. L. (2020). Preparing English teachers in the twenty-first century: The case of Taiwan. English Language Teaching and Teacher Education in East Asia: Global Challenges and Local Responses, 175-194.

Yi-Ping Hwang & Wen-Li Tsou (2023). CLIL Development in Bilingual Education in Taiwan: Past, Present, and Future. Curriculum & Instruction Quarterly, 26(1), 1-26. https://doi.org/10.6384/CIQ.202301_26(1).0001

Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820964123

Zare-ee, A. (2007). The significance of pauses in EFL listening comprehension tests. Language Testing, 24(2), 213-231.

Zhang, J., Ismail, H. H., & Sulaiman, N. A. (2025). Teachers‟ Classroom Roles under CLIL: A Ten-Year Systematic Review. World Journal of English Language, 15(3).

Zhou, X., & Mann, S. (2021). Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes. Studies in Second Language Learning and Teaching, 11(2), 265-289.

Zwiers, J. (2004). Developing academic thinking skills in grades 6-12: A handbook of multiple intelligence activities. Pearson Education.