CLIL IN READING COMPREHENSION LEARNING: A SYSTEMATIC LITERATURE REVIEW

Abstract

The Content and Language Integrated Learning (CLIL) approach has become one of the innovative strategies in language learning that integrates foreign language proficiency with academic content understanding. This study aims to synthesize the latest research findings related to CLIL-based reading comprehension learning through a Systematic Literature Review (SLR). The literature search was conducted in the ERIC and Scopus databases for the period 2015–2024, resulting in 26 articles that met the inclusion criteria. Thematic analysis revealed nine major challenges in CLIL-based reading learning, namely: limited vocabulary, inappropriate text level, lack of explicit reading strategy instruction, cognitive load due to multimedia, limited teacher competence, affective factors, lack of diagnostic assessment, suprasegmental aspects, and cultural relevance of the material. On the other hand, nine supporting factors were identified, including vocabulary mastery, selection of texts with appropriate levels of difficulty, integration of reading strategies, use of technology and multimedia, teacher competence, learning motivation, diagnostic assessment, mastery of suprasegmental features, and cultural relevance of the material. The results of this review provide a comprehensive understanding of the dynamics of CLIL-based reading learning and offer practical implications for teachers, curriculum designers, and researchers to improve learning effectiveness.