內容和語言整合學習（CLIL）起源於1990年代的歐盟，它是一種創新的教學方法，透過學科內容與第二語言教學融合的方式來提高學生的語言能力。本研究集合了現有與CLIL相關的研究，以探索CLIL在第二語言習得中的成效。此外，本研究還包含一些調節變項，這些調節變項包含研究特性，學習者特徵和實驗因素。這篇研究採用從2010年至2019年間所發表的31篇研究，並針對84個效果量進行後設分析。這篇研究使用三向度隨機效果模型來證明效果量是聚類且互賴的。此外，隨機效果模型顯示出總體成效（d = 0.77）的穩定性，表明CLIL教學確實有效。這項研究的目的是探索CLIL的成效，以幫助第二語言教師和研究人員對CLIL有更詳細的認識，確定CLIL成效的關鍵因素，並開發適合第二語言學習者的教學方法。

Emerging from the European Union in the 1990s, Content and Language Integrated and Learning (CLIL) is an innovative teaching method that enhances students’ language proficiency by merging both subject content and L2 language instruction together. The present study synthesizes existing CLIL-related studies to explore the effectiveness of CLIL programs in second language acquisition. In addition, some moderating effects which contain study features, learner characteristics, and experimental factors were included in the study as well. A total of 31 primary studies published between 2010 and 2019 were collected, and 84 effect sizes were meta-analyzed. This study applied a three-level random effects model to justify the clustered, mutually dependent effect sizes in the primary studies of CLIL research. The random-effects model demonstrated an overall robust effect size (d= 0.77), indicating that CLIL programs are indeed effective. The purpose of this study is to explore the effectiveness of CLIL programs in order to assist L2 practitioners and researchers in gaining more insights into CLIL, identifying several key factors that determine the effectiveness of CLIL, and developing a suitable teaching approach for L2 learners.

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