This study investigated the comparative impact of hands-on learning versus worksheet-based instruction on fourth graders’ target vocabulary acquisition and procedural knowledge within a CLIL Social Studies setting in Taiwan. A quasi-experimental study with 74 students revealed that the hands-on group significantly outperformed the worksheet group in both target vocabulary acquisition and procedural knowledge across three activities (Chinese dumpling making, bird’s nest building, and designing a pot of succulents), with large effect sizes. While significant differences in memory retention were observed, no significant differences were found in perceived ease of learning. The findings suggest substantial benefits of hands-on learning in CLIL settings but highlight the need for additional support during the transition to these methods.

Cheng-Ji Lai