Multidisciplinary Journal Epistemology of the Sciences

Volume 3, Issue 2, 2026, July–September

DOI: https://doi.org/10.71112/g4tc8m15

USE OF THE CLIL APPROACH TO STRENGTHEN READING SKILLS IN

ECUADORIAN TECHNICAL HIGH SCHOOL STUDENTS THROUGH COMPUTER

SCIENCE-RELATED MATERIALS

USING THE CLIL APPROACH TO STRENGTHEN READING SKILLS IN

ECUADORIAN TECHNICAL HIGH SCHOOL STUDENTS THROUGH COMPUTER

SCIENCE–RELATED MATERIALS

María Eugenia Orellana Cobos

Erika Vanessa Mejía Landi

Evelyn Vanessa Peralta Villalta

Ecuador

DOI: https://doi.org/10.71112/g4tc8m15

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Use of the CLIL approach to strengthen reading skills in Ecuadorian technical

high school students through computer science-related materials.

Using the CLIL approach to strengthen reading skills in Ecuadorian technical

high school students through computer science–related materials

María Eugenia Orellana Cobos

a,*

eugenia.orellana@docentes.educacion.edu.ec

https://orcid.org/0009-0003-3879-5523

Erika Vanessa Mejía Landi

mejiaerika394@gmail.com

https://orcid.org/0009-0004-9564-5246

Evelyn Vanessa Peralta Villalta

evelynvan6@gmail.com

https://orcid.org/0009-0009-0958-5416

Corresponding author: eugenia.orellana@docentes.educacion.edu.ec,

Ministerio de

Educación de Ecuador, Ecuador

ABSTRACT

Learning English as a foreign language represents a major challenge for high school

students in Ecuador, particularly in the development of reading comprehension. This

study analyzed the relationship between the application of the Content and Language

Integrated Learning (CLIL) approach, mediated by Informatics-related material, and the

development of English reading skills. A quantitative, quasi-experimental, comparative–

correlational design was used, complemented by a qualitative component. The

participants were 121 technical high school students majoring in Informatics: an

experimental group (n = 60) that worked with the CLIL methodology through technical

vocabulary, specialized readings, the Informatics Dictionary project, and interactive

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activities, and a control group (n = 61) that followed traditional language instruction. A

ten-point reading proficiency test assessed five sub-skills (skimming, scanning,

vocabulary in context, making inferences, and structure and purpose), together with a

Likert-scale perception questionnaire and an open-ended question. The experimental

group obtained a higher mean score (M = 8.17; SD = 2.10) than the control group (M =

7.61; SD = 2.30), with a statistically significant difference in the skimming sub-skill (p =

.033) and a small overall effect size (d = 0.25). More than 72% of the respondents

valued the methodology positively across all dimensions, and the qualitative analysis

highlighted technical vocabulary acquisition, motivation, and the connection with

students' future professional life. It is concluded that CLIL with Informatics-related

material is a relevant pedagogical alternative to strengthen English reading skills in

Ecuadorian technical high school education.

Keywords: CLIL; reading comprehension; English as a foreign language; Informatics;

secondary education.

RESUMEN:

El aprendizaje del inglés como lengua extranjera representa un desafío importante para los

estudiantes de bachillerato en Ecuador, especialmente en el desarrollo de la comprensión

lectora. El presente estudio analizó la relación entre la aplicación del enfoque Content and

Language Integrated Learning (CLIL), mediado por material relacionado con la Informática, y el

desarrollo de las habilidades de lectura en inglés. Se empleó un diseño cuantitativo,

cuasiexperimental y de alcance comparativo–correlacional, complementado con un

componente cualitativo. Participaron 121 estudiantes de bachillerato técnico en Informática: un

grupo experimental (n = 60) que trabajó con la metodología CLIL a través de vocabulario

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técnico, lecturas especializadas, el proyecto Informatics dictionary y actividades interactivas, y

un grupo de control (n = 61) que siguió la enseñanza tradicional del idioma. Se aplicó un test de

suficiencia lectora sobre diez puntos que evaluó cinco subhabilidades (skimming, scanning,

vocabulario en contexto, inferencias, y estructura y propósito), junto con un cuestionario de

percepción en escala de Likert y una pregunta abierta. El grupo experimental obtuvo un

promedio superior (M = 8.17; DE = 2.10) frente al grupo de control (M = 7.61; DE = 2.30), con

una diferencia estadísticamente significativa en la subhabilidad de skimming (p = .033) y un

tamaño del efecto global pequeño (d = 0.25). Más del 72 % de los encuestados valoró

positivamente la metodología en todas las dimensiones, y el análisis cualitativo destacó la

adquisición de vocabulario técnico, la motivación y la conexión con la futura vida profesional.

Se concluye que CLIL con material informático constituye una alternativa pedagógica pertinente

para fortalecer la lectura en inglés en el bachillerato técnico ecuatoriano.

Palabras clave: CLIL; comprensión lectora; inglés como lengua extranjera; educación

secundaria; metodologías de enseñanza.

Received: August 11, 2026 | Accepted: August 30, 2026 | April: August 31, 2026

INTRODUCTION

The learning of English as a foreign language (EFL) has become a priority within

contemporary educational systems due to its relevance for access to scientific knowledge,

international communication, and academic and professional opportunities in a globalized world

(Cenoz & Gorter, 2020; Macaro, Curle, Pun, An, & Dearden, 2018). In this context, secondary

education represents a key stage for the development of linguistic competencies that enable

students to interact with academic texts and develop higher cognitive skills associated with the

comprehension of complex information (Grabe & Stoller, 2020).

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Among the four fundamental language skills, reading comprehension occupies a central

role in foreign language learning, as it facilitates access to disciplinary knowledge, the

development of academic vocabulary, and the construction of meaning from written texts

(Nation, 2013; Jeon & Yamashita, 2014). Recent studies have shown that difficulties in English

reading comprehension continue to be a significant challenge for students who learn the

language in contexts where it is not used as an everyday communication language (Pérez-

Cañado, 2018; Teng, 2020). These difficulties are usually associated with factors such as

limited exposure to the language, the scarcity of academic reading strategies, and the use of

traditional teaching methodologies centered on the memorization of grammatical structures

(Macaro et al., 2018; Nation, 2013).

In response to these pedagogical limitations, the Content and Language Integrated

Learning (CLIL) approach has emerged as one of the most relevant methodologies in the

teaching of English as a foreign language. CLIL is characterized by integrating academic

content learning with the development of language skills, using the target language as the

medium of instruction to address topics from different areas of knowledge.

Recent research has shown that educational programs based on CLIL can generate

significant improvements in the development of language skills, particularly in reading

comprehension and the acquisition of academic vocabulary (Pérez-Cañado, 2018; Nikula,

Dalton-Puffer, & Llinares, 2013). This is largely due to the fact that the approach promotes

interaction with authentic materials and relevant thematic content that allows language learning

to be contextualized (Dalton-Puffer, 2011). Likewise, empirical studies have shown that students

participating in CLIL programs tend to demonstrate higher levels of motivation, autonomy, and

engagement compared to those following traditional language teaching methodologies (Teng,

2020; Lasagabaster, 2008).

From a pedagogical perspective, the implementation of the CLIL approach is usually

organized through a methodological sequence that progressively integrates disciplinary content

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and language learning. Several authors have proposed structured teaching models based on

various stages or phases that guide the learning process (Meyer et al., 2015; Meyer & Coyle,

2017). In this context, the application of CLIL can be understood through six main teaching

phases.

The first phase corresponds to the activation of prior knowledge, in which the teacher

introduces the topic and stimulates students' initial reflection through questions, discussions, or

exploratory activities. The second phase involves the presentation of content and key

vocabulary, providing linguistic scaffolding that enables students to understand the fundamental

concepts of the topic. Subsequently, in the third phase, the exploration and comprehension of

content is developed,generally through the reading of specialized texts, the analysis of

information, or the solving of problems related to the topic being studied (Llinares, Morton, &

Whittaker, 2012).

The fourth phase focuses on cognitive development and communicative interaction,

where students use the language to discuss ideas, interpret information, and collaboratively

construct knowledge. In the fifth phase, language production is promoted, either through written

or oral activities that allow students to apply the vocabulary and concepts learned. Finally, the

sixth phase corresponds to the evaluation and reflection of learning, where both the results of

disciplinary content and the progress in language development are analyzed (Meyer et al.,

2015; Meyer & Coyle, 2017).

Despite the widely documented benefits of the CLIL approach, recent studies have

identified some challenges in its implementation. Among the most common pitfalls are the lack

of balance between content learning and language development, the insufficient use of linguistic

scaffolding strategies, and the limited teacher preparation to effectively integrate both

components within the educational process (Pérez-Cañado, 2012; Morton & Llinares, 2017).

Likewise, some researchers have noted that in certain educational contexts teachers tend to

prioritize disciplinary content over linguistic interaction, which can limit the language practice

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opportunities necessary for the development of communicative and reading comprehension

skills (Dalton-Puffer, 2011; Cenoz & Gorter, 2020).

In contexts where English is learned as a foreign language, as occurs in many Latin

American educational systems, these challenges can be amplified by factors such as limited

exposure to the language, the lack of specialized teaching resources, and differences in the

level of linguistic competence among students (Macaro et al., 2018).For this reason, it is

necessary to analyze the real impact of methodologies such as CLIL on the development of

specific language skills within concrete educational contexts.

In the literature, two modalities of implementation of the approach are distinguished. The

so-called hard CLIL is content-driven, so that the disciplinary subject is taught through the

foreign language; on the other hand, soft CLIL is language-driven, as topics in the area of

knowledge are incorporated into the language class with the main purpose of promoting

language development (Ball, Kelly, & Clegg, 2015; Marsh, 2002). The subject of Computer

Science has been identified as a particularly suitable area for working with CLIL, given that

English functions as a language of great impact on computing: that is, programming languages,

technical documentation, interfaces and a large part of the digital resources are in that

language, which guarantees permanent contact with authentic inputs (Kussaiynkyzy and

Dringó-Horváth, 2021). The use of computer-related materials, in addition to increasing

motivation, favors the development of specialized vocabulary and comprehension of technical

texts (Mehisto, 2012; Ball, 2018).

In Latin America, and particularly in Ecuador, research on CLIL is still at an early stage,

as noted by Banegas (2022) and Hemmi and Banegas (2021); the available studies have

focused primarily on university teacher training and pilot experiences (Argudo, Abad, Fajardo-

Dack, & Cabrera, 2018; Barre & Villafuerte, 2021; Andrade Mendoza, Padilla, & Padilla, 2020),

so that a gap in empirical evidence regarding its application with Informatics-related materials in

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technical high school education persists. The present study seeks to contribute to bridging that

gap.

In this regard, the study aims to analyze the relationship between the application of the

CLIL approach and the development of English reading skills in Technical High School students

in the area of Informatics, compared with those followingtraditional teaching methods. Through

a correlational approach based on data collection in the current educational context, this

research seeks to identify possible differences in performance between students to whom this

teaching methodology was applied, relative to students who use traditional methodologies in the

learning of English.

METHODOLOGY

Study Design

The research adopted a quantitative approach with a quasi-experimental, comparative–

correlational, cross-sectional design, complemented by a qualitative component derived from an

open-ended question, yielding a mixed-methods approach with a predominantly quantitative

emphasis. Two groups of students from the Colegio de Bachillerato Ricaurte, majoring in

Informatics, participated in the study: an experimental group that received English instruction

through the CLIL approach using topics and materials exclusively related to Informatics

throughout the academic year, and a control group that continued with the traditional language

teaching methodology centered on grammar, using materials developed exclusively by the

teachers, with mixed topics only minimally related to the Informatics area. The independent

variable was the teaching methodology (CLIL vs. traditional method) and the dependent variable

was the level of development of English reading skills, measured through five sub-skills.

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Population and Sample

The population consisted of students from the technical area with an Informatics

specialization at the Colegio de Bachillerato Ricaurte, an Ecuadorian educational institution. The

sample, selected through non-probability convenience sampling with intact groups, comprised

121 students: 60 in the experimental group and 61 in the control group, ranging in age from 15

to 18 years. The perception questionnaire on themethodology was completed by 60 students (N

= 60). Participation was voluntary and had no bearing on the participants' academic grades.

Procedures

Implementation of the CLIL Intervention

During the academic period, the experimental group worked on English content using

Informatics topics under a soft CLIL orientation, that is, language-driven. The instructional

sequence followed six phases: activation of prior knowledge; presentation of content and key

vocabulary with linguistic scaffolding; exploration and comprehension of technical texts;

communicative interaction and cognitive development; oral and written language production;

and evaluation and reflection on learning. The materials and activities included readings on

hardware, software, computer parts, and programming fundamentals; the Informatics Dictionary

project, consisting in the creation of an illustrated glossary of 40 technical terms; dialogues,

games, and interactive activities aimed at applying vocabulary in communicative situations such

as Role Plays based on real-life contexts that future Informatics professionals would face. The

control group pursued the same English curricular objectives through activities on diverse topics

with a primary emphasis on developing grammatical knowledge and conventional activities, with

sporadic integration of Informatics-related topics.

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Administration of the Reading Proficiency Test

At the end of the intervention, both groups took a reading proficiency test scored out of

ten points, structured around five sub-skills: skimming (global reading), scanning (locating

specific information), vocabulary in context, making inferences, and recognizing text structure

and purpose. Each sub-skill was scoredout of ten points and the overall score corresponded to

the student's overall performance on the test.

Administration of the Questionnaire

At the end of the reading test, the group that participated in the experience was

administered a perception questionnaire consisting of 20 items on a four-point Likert scale (1=

Agree, 2= Strongly agree, 3= Disagree, 4= Strongly disagree), organized into six dimensions:

(1) interest and motivation, (2) reading comprehension, (3) vocabulary and language skills, (4)

application and relevance, (5) overall effectiveness, and (6) evaluation of reading strategies.

The instrument also included an open question: "What do you like most about learning English

through topics related to Computer Science?", whose answers were subjected to a thematic

analysis.

Instruments

The questionnaire comprised three main data collection dimensions: the reading

proficiency test, the Likert-type perception scale, and the open-ended qualitative question.

Quantitative data were processed using descriptive statistics (means, standard deviations, and

percentages) and inferential statistics: Welch's t-test for independent samples, the Mann-

Whitney U test as a non-parametric contrast, and Cohen's d as a measure of effect size, with a

significance level of α = .05. Table 1 presents the research variables.

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Table 1

Research Variables

Variable

Operational definition

Indicadores

Instrument / scale

Teaching

methodology

(independent)

Application of

the CLIL approach with

Informatics material vs.

traditional method

Experimental

group (CLIL); control

group (traditional)

Record of

the instructional

intervention

English

reading skills

(dependent)

Performance in

English text

comprehension

Skimming;

scanning; vocabulary in

context; inferences;

structure and purpose

Reading

proficiency test

scored out of 10

Perception of

the methodology

Student

assessment of the CLIL

experience

Interest and

motivation; reading

comprehension;

vocabulary; application

and relevance;

effectiveness; reading

strategies

5-point

Likert scale (17

items) and open-

ended question

Note: A correlation was performed between the study variables and the main indicators

and scales used as analytical instruments.

Ethical Statement

The research was conducted with the authorization of the educational institution's

authorities and with the informed consent of the participants and their legal guardians.

Confidentiality and anonymity of the information were guaranteed: results are reported in

aggregate form using participant codes, with no data that would allow individual identification.

The study did not involve risks for students nor did it affect their academic evaluation, and it was

conducted in accordance with the ethical principles of educational research.

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RESULTS

Table 2

Comparison of Reading Performance between the Experimental (CLIL) and Control

Groups

Measurement

GE (n =

60) M (DE)

GC (n =

61) M (DE)

Overall score (/10)

8.17

(2.10)

7.61

(2.30)

1.40

.165

Skimming

8.25

(2.89)

7.05

(3.21)

2.16

.033*

Scanning

8.83

(2.50)

8.36

(2.70)

1.00

.319

Vocabulary in context

7.20

(3.38)

6.39

(3.78)

1.24

.218

Inferences

8.33

(2.86)

7.87

(3.35)

0.82

.414

Structure and

purpose

8.14

(3.20)

7.62

(3.49)

0.84

.403

Note: EG = experimental group; CG = control group; M = mean; SD = standard

deviation. Welch's t-test for independent samples. * p < .05. The effect size for the overall score

was d = 0.25; the Mann-Whitney U test confirmed the result (U = 2092.5; p = .164).

The experimental group outperformed the control group both in the overall score (8.17

vs. 7.61 points) and across all five sub-skills evaluated. The overall difference did not reach

statistical significance (p = .165) and corresponds to a small effect size (d = 0.25); however, in

the skimming sub-skill the experimental group's advantage was statistically significant (p =

.033), with a difference of more than one point (8.25 vs. 7.05). The largest descriptive gaps

were recorded, in addition to skimming, in vocabulary in context (7.20 vs. 6.39), which is

consistent with the intervention's emphasis ontechnical vocabulary and the global reading of

Informatics texts. In both groups, the sub-skill with the lowest performance was vocabulary in

context, while scanning had the highest averages.

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Results According to the Likert Scale

Figure 1 summarizes the percentage distribution of responses to the perception

questionnaire (N = 60) across the six dimensions evaluated.

Figure 1

Percentage distribution of students' responses by section.

Note: Percentages are calculated over the total number of participants (N = 60).

Responses were measured on a four-point Likert scale (1 = strongly disagree; 5 = strongly

agree). Authors' own elaboration.

All six dimensions recorded agreement levels (agree plus strongly agree) above 71%.

The overall effectiveness dimension concentrated the highest rating, with an average

agreement of close to 79% (for example, item 5.3 reached 47.5% agree and 32.5% strongly

agree), followed by application and relevance (approximately 76%) and evaluation of reading

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strategies (approximately 76%). Interest and motivation (72%), reading comprehension (74%),

and vocabulary and language skills (73%) likewise showed a clearly favorable trend. Neutral

responses ranged between 13.8% and 18.8%, while cumulative disagreement (disagree plus

strongly disagree) did not exceed 12% for any item.

Figure 2

Percentage distribution of responses to the perception questionnaire by dimension and item.

Nota: The interpretation of the results is the authors' own.

These results indicate that students perceive that learning English through Informatics

content increases their motivation, enhances their text comprehension, and is relevant to their

technical training.

Open-Ended Question Results

The thematic analysis of the responses to the open-ended question made it possible to

identify six emerging themes, which are presented in Table 3 along with their frequency and the

participants' representative ideas.

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Table 3

Emerging Themes from the Open-Ended Questionnaire Question.

Emerging theme

Frequency

(n)

Representative ideas

Technical vocabulary

and Informatics concepts

Learning technical vocabulary,

computer parts, programming terms, and

hardware and software terminology.

Improvement of

English language skills

Improvement of vocabulary,

pronunciation, oral expression, reading

comprehension, and overall English

proficiency.

Connection with

career and professional

development

English as preparation for

employment, technical studies, and future

professional practice.

Motivation through

engaging activities

Games, interactive activities,

dialogues, and dynamic classes that make

learning enjoyable.

Practical application

to real situations

Use of English in daily life,

comprehension of real texts, and authentic

communication.

CLIL and integrated

learning

Learning English and Informatics

simultaneously, making learning faster and

more meaningful.

Note: Frequency of occurrence of each theme in students' responses. Authors' own

elaboration.

The most frequent themes — technical vocabulary (n = 15) and overall language

improvement (n = 11) — converge with the quantitative results, particularly with the experimental

group's descriptive advantage in vocabulary in context and the high rating of the vocabulary

dimension on the Likert scale. Likewise, the connection with the future career (n = 9) and the

motivation generated by the activities (n = 8) partly explain the high levels of agreement in the

application and relevance and interest and motivation dimensions.

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DISCUSSION

The results of this study show that students who learned English through the CLIL

approach with Informatics-related material obtained better reading performance than their peers

instructed with the traditional methodology, in which topics of various kinds — with an emphasis

on grammatical aspects and only sporadically on Informatics — were used as the guiding thread

for language development, with a statistically significant advantage in global reading (skimming)

and favorable descriptive differences across all five sub-skills evaluated. This pattern is

consistent with European evidence attributing improvements in receptive skills, especially

reading, to CLIL programs (Lasagabaster, 2008; Ruiz de Zarobe & Jiménez Catalán, 2009;

Pérez-Cañado, 2018), and with findings linking exposure to authentic materials with the

development of academic vocabulary and the comprehension of complex texts (Nation, 2013;

Grabe, 2009; Koda, 2005).

The small overall effect size (d = 0.25) and the absence of significance in the total score,

however, call for a cautious interpretation. As Sylvén (2013) warns, CLIL results are strongly

conditioned by context: the intensity of exposure, teacher training, and the availability of

materials. In this case, the intervention was concentrated in one academic period and in a soft

CLIL orientation, so it is reasonable that the clearest gains are observed in the sub-skill most

practiced during the experience — global reading of technical texts — and in specialized

vocabulary, in line with what Kussaiynkyzy and Dringó-Horváth (2021) noted regarding the

suitability of Informatics as CLIL content due to the role of English as the lingua franca of

computing. Table 4 summarizes the comparison of the main authors with the findings of the

present study.

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Table 4

Comparative Table of Main Authors in Relation to the Study Findings

Autor(es) y año

Contexto

Main finding

Relation to the present

study

Coyle, Hood y

Marsh (2010)

Theoretical

framework

(Europe)

The 4Cs model (content,

communication, cognition,

and culture) guides the

integration of language and

content.

Supported the design of the

six-phase instructional

sequence with Informatics

material.

Ruiz de Zarobe y

Jiménez Catalán

(2009)

Europe, various

levels

Consistent evidence of

CLIL benefits for receptive

skills.

Consistent with the

favorable differences

across all five reading sub-

skills.

Sylvén (2013)

Sweden,

secondary level

CLIL outcomes depend on

context, exposure, and

teacher preparation.

Explains the small effect

size obtained after a

limited-duration

intervention.

Pérez-Cañado

(2018)

Spain,

monolingual

contexts

CLIL produces positive

effects without detriment to

the L1 or disciplinary

content.

Consistent with reading

improvement without

affecting Informatics

subject learning.

Kussaiynkyzy y

Dringó-Horváth

(2021)

Systematic

review, computer

science

Informatics is an ideal area

for CLIL due to the role of

English as the lingua franca

of computing.

Consistent with the

centrality of technical

vocabulary in the qualitative

results (n = 15).

Mehisto (2012);

Ball (2018)

CLIL materials

design

The quality and relevance

of materials determines the

outcomes of the approach.

Authentic Informatics

material fostered motivation

and perceived relevance

(76% agreement).

Teng (2020)

Young English

learners

Instruction in metacognitive

reading strategies improves

comprehension.

Supports the high rating of

the reading strategies

dimension (≈ 76%

agreement).

Argudo, Abad,

Fajardo-Dack y

Cabrera (2018)

Ecuador, teacher

training

The implementation of CLIL

in Ecuador requires

methodological

strengthening.

The study provides

Ecuadorian empirical

classroom evidence from

technical high school

education.

Barre y Villafuerte

(2021)

Ecuador,

secondary

education

The adoption of CLIL in

Ecuador is still incipient and

poorly documented.

Contributes to bridging the

local research gap

identified in the literature.

Note: Authors' own elaboration based on the literature review and results obtained.

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At the attitudinal level, the high agreement levels in all six dimensions of the Likert scale

(above 71%) and the emerging themes from the open-ended question confirm what the

literature reports regarding the motivational effect of CLIL and materials relevant to students'

interests and aspirations (Mehisto, 2012; Coyle & Meyer, 2021). The perceived connection

between English and students' future professional life, the third most frequent theme, reinforces

the argument that integrated content and language learning becomes meaningful when it is

anchored in the student's technical specialization (Meyer & Coyle, 2017; Lin, 2016). Likewise,

the linguistic scaffolding applied during the intervention phases is grounded in the notion of the

zone of proximal development (Vygotsky, 1978) and in the evidence on the role of classroom

discourse in CLIL settings (Llinares et al., 2012; Nikula et al., 2013).

This study has limitations that must be considered. Intact groups were used without a

prior measurement (pretest), so it is not possible to rule out initial differences between groups;

the test showed a possible ceiling effect, as a significant number of students achieved the

maximum score; and the perception questionnaire was administered only to the students who

participated in the experience, which prevents contrasting perceptions between groups. Future

research should incorporate pre- and post-test designs, instruments with a greater difficulty

range, scale reliability analyses, and longer intervention periods, as well as extend the

experience to other professional tracks in Ecuadorian technical high school education

(Banegas, 2022; Macaro et al., 2018).

DOI: https://doi.org/10.71112/g4tc8m15

2030 Multidisciplinary Journal Epistemology of the Sciences | Vol. 3, Issue 3, 2026, July–September

CONCLUSIONS

The comparative analysis showed that the application of the CLIL approach with

Informatics-related material is associated with a better development of English reading skills in

Ecuadorian technical high school students. The experimental group outperformed the control

group in the overall score of the reading proficiency test (8.17 vs. 7.61 points) and in all five sub-

skills evaluated, with a statistically significant difference in global reading (skimming) and a

small overall effect size, attributable in part to the limited duration of the intervention.

Students' perception was consistently favorable: more than 71% expressed agreement

with the methodology across all six dimensions evaluated, with the highest ratings for overall

effectiveness and the application and relevance of the content. The qualitative analysis showed

that students value, above all, the acquisition of technical vocabulary from their specialization,

the overall improvement of the language, the connection with their future professional life, and

the motivating nature of the activities, which confirms the relevance of Informatics material as a

vehicle for English learning.

It is concluded that the CLIL approach, in its language-driven modality and mediated by

Informatics content, constitutes a viable and relevant pedagogical alternative to strengthen

English reading comprehension in Ecuadorian technical high school education. Its progressive

implementation is recommended, accompanied by specific teacher training, the design of

authentic materials linked to professional tracks, and assessments with pretest–posttest designs

that allow for a more precise estimation of the methodology's effect.

DOI: https://doi.org/10.71112/g4tc8m15

2031 Multidisciplinary Journal Epistemology of the Sciences | Vol. 3, Issue 3, 2026, July–September

Declaration of conflict of interest

The author declares no conflict of interest related to this research.

Declaration of authorship contribution

The author carried out the conceptualization of the study, the methodological design, the

data collection and analysis, as well as the writing, review, and editing of the manuscript.

Artificial Intelligence Usage Statement

The authors declare that they used artificial intelligence as support for this article, and

also that this tool does not in any way replace the intellectual task or process. After rigorous

reviews with different tools that confirmed the absence of plagiarism, as evidenced in the

supporting documentation, the authors state and acknowledge that this work is the product of

their own intellectual effort and has not been written or published on any electronic or AI

platform.

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