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Jason Pipe, Kanto Gakuin University, JapanAbstract
This study investigates the development of lexical and syntactic complexity in English as a Foreign Language (EFL) learners after returning from a five-month study abroad programme. While previous research suggests that immersion in English-speaking environments enhances fluency and general communicative competence, questions remain regarding its long-term impact on academic writing proficiency once returned to their home countries. Drawing on Content and Language Integrated Learning (CLIL) as a post-study abroad teaching strategy, this research explores whether CLIL instruction can foster continued growth in advanced academic lexis and syntactic structures. Analysing weekly written samples from six Japanese university students collected over one academic year, this paper aimed at observing changes in linguistic complexity. Through quantitative measures, findings revealed no statistically significant or consistent improvements in lexical nor syntactic complexity despite maintaining overall motivation and engagement of students since returning to their home country. These results suggest that while CLIL can provide a meaningful and content-rich context for EFL language use, it may not in itself be sufficient to stretch learning to observe measurable development in academic writing proficiency. The study highlights the need for more explicit instruction, targeted scaffolding and feedback on complex language use within CLIL frameworks, especially for learners transitioning from immersive environments back to domestic academic contexts. It also raises important pedagogical considerations for supporting sustained linguistic development in post-study abroad programmes.
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Conference: ACE2025Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Pipe J. (2026) Bridging the Gap: Developing Lexical and Syntactic Complexity Through CLIL After Study Abroad Programmes ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 715-736) https://doi.org/10.22492/issn.2186-5892.2026.55
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.55
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