Adapting CLIL Model to Gamified English Literature Classes: An Empirical Study on Language Proficiency and Literary Competence

Xiangxiang  Liu; Ting  Huang; Ping  Lin; Yutong  Chen; Yixiu  Lin; Yuqing  Zhang

doi:10.54691/nf1aeg03

Authors

Xiangxiang Liu
Ting Huang
Ping Lin
Yutong Chen
Yixiu Lin
Yuqing Zhang

DOI:

https://doi.org/10.54691/nf1aeg03

Keywords:

CLIL, Gamification, platform Orange Light, English Literature, Cross-Cultural Competence, Educational Technology, Higher Education.

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.

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