Adapting CLIL Model to Gamified English Literature Classes: An Empirical Study on Language Proficiency and Literary Competence
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Addressing low engagement in traditional literature instruction and insufficient cross-cultural focus under China’s Education Modernization 2035 policy, this quasi-experimental study examines the integration of Content and Language Integrated Learning (CLIL) with the AI-driven gamified platform Orange Light among 60 English majors at Zhejiang Yuexiu University. Over 12 weeks, the experimental group (n=30) engaged in a CLIL-gamified curriculum targeting literary analysis and cultural awareness, while the control group (n=30) received traditional instruction. Results showed the experimental group achieved statistically significant improvements in vocabulary retention (p<0.01) and literary competence, notably outperforming the control group in cultural comparison tasks. Qualitative insights revealed heightened engagement and enriched critical thinking, attributing these gains to gamified narrative interactions. The study demonstrates how technology-enhanced CLIL pedagogy synergizes language acquisition with cultural literacy, offering a scalable model for fostering global competencies in higher education. It underscores the transformative potential of AI-powered gamification in fostering both linguistic proficiency and intercultural understanding, providing empirical support for innovative curriculum designs under contemporary educational reform frameworks.
DOI: 10.54691/nf1aeg03
Authors: Xiangxiang Liu, Ting Huang, Ping Lin, Yutong Chen, Yixiu Lin, Yuqing Zhang
Institution: Zhejiang Yuexiu University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411398956