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This article investigates the performance of learners in a Taiwanese tertiary content and language integrated learning (CLIL) program, highlighting significant improvements in receptive linguistic skills and overall English proficiency. The study finds a positive correlation between language competence and content achievement, although initial language proficiency impacts early content success but diminishes over time. Additionally, while learners generally acknowledge the benefits of CLIL, doubts remain re

Author

faulkner9842

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EN