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This paper reports on a follow‐up study of a Content and Language Integrated Learning ( CLIL ) pilot experience with bilingual postgraduate engineering students at a S panish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in E nglish for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. Paired‐sampled t ‐tests showed the difference between the mean scores in the pre‐and post‐listening test was significant but it was not for the pre‐and post grammar tests. When students were distributed into three groups on the basis of their pre‐test scores, a repeated measures ANOVA showed that less proficient students obtained higher gains in listening and grammar skills than more proficient students.
Aguilar et al. (Tue,) studied this question.