Content and Language Integrated Learning (CLIL) integrates language and subject content in second/foreign language education. In Taiwan, CLIL implementation is expanding, aligning with initiatives like Bilingual Taiwan 2030. However, empirical research on the efficacy of hands-on learning approaches within CLIL Social Studies contexts in Taiwan is limited. Existing studies show CLIL benefits, but few explore the impact of hands-on learning—rooted in embodied learning theories—on target vocabulary and procedural knowledge acquisition, especially in non-STEM subjects. Learning subject-specific vocabulary in CLIL presents challenges: teachers prioritize content over explicit language instruction, rote exercises may hinder deep learning, and suitable materials are often lacking. Multimodal pedagogies, like the Multimodality-Entextualization Cycle (MEC), offer a promising solution, emphasizing inquiry-based activities and experiments that facilitate communication and vocabulary retention. This quasi-experimental study aims to investigate the impact of hands-on learning on fourth-graders’ target vocabulary acquisition and procedural knowledge in a CLIL Social Studies setting in Taiwan, and explores students’ perceptions of these learning experiences. The study addresses three research questions: RQ1: How does hands-on learning affect fourth graders' target vocabulary acquisition compared to worksheet-based instruction? RQ2: How does hands-on learning affect fourth graders' procedural knowledge acquisition? RQ3: How do students perceive learning vocabulary and procedures with different instruction methods?

Hands-on learning, aligned with embodied learning theories, emphasizes learning by doing. In CLIL, it facilitates both content and language acquisition by providing contextualized vocabulary and opportunities for meaningful language use. Embodied learning suggests cognition is intertwined with physical actions and sensory experiences, enhancing cognitive processing and memory retention. Studies show its effectiveness in improving understanding and retention in various subjects. Hands-on learning enhances vocabulary acquisition by providing interactive experiences that deepen understanding and retention. Several studies demonstrate its positive effect on vocabulary learning across various age groups and subjects. Procedural knowledge, encompassing skills for specific tasks, is crucial in CLIL. Hands-on learning builds procedural knowledge through active participation and problem-solving. Studies confirm that hands-on learning improves procedural knowledge through active engagement and application.

This quasi-experimental study used a sequential explanatory approach. Four intact fourth-grade CLIL Social Studies classes (74 students) from three elementary schools in Taiwan were involved. The Experimental Group (EG, n=40) engaged in hands-on activities (Chinese Dumpling Making, Bird’s Nest Building, Designing a Pot of Succulents), while the Control Group (CG, n=34) used worksheet-based activities. Both groups received the same amount of instruction time and had comparable pre-test scores. Data were collected through pre- and post-tests assessing target vocabulary and procedural knowledge, and learner experience surveys. Paired-samples t-tests examined within-group changes, and independent-samples t-tests compared post-test improvements between groups. Thematic analysis was used for open-ended survey responses. The hands-on activities involved step-by-step guidance with verbal and physical demonstrations, reinforcing vocabulary and procedures. Worksheet-based activities involved PowerPoint presentations and worksheets to introduce and reinforce vocabulary and procedural knowledge.

Paired-samples t-tests showed significant improvements in target vocabulary acquisition for both EG and CG across all three activities. However, the EG showed significantly larger effect sizes (d = 1.02–2.43) than the CG (d = 0.77–1.13). Independent-samples t-tests comparing post-test scores revealed significant differences across all activities, with the EG consistently scoring higher (d = 1.05–1.51). Similarly, paired-samples t-tests showed significant improvements in procedural knowledge for both EG and CG. The EG demonstrated substantially larger effect sizes (d = 1.82–2.57) compared to the CG (d = 0.52–0.59). Independent-samples t-tests showed the EG significantly outperformed the CG in procedural knowledge across all activities (d = 0.95–2.89). Qualitative data from the EG indicated positive experiences with hands-on learning, while CG responses were mixed, with some expressing disappointment at the lack of physical engagement. Learner experience surveys indicated that the EG perceived significantly greater benefits in memory retention of target vocabulary and procedural knowledge compared to the CG, though the perceived ease of learning did not differ significantly between groups.

The results strongly support the hypothesis that hands-on learning enhances target vocabulary acquisition and procedural knowledge in a CLIL Social Studies setting more effectively than worksheet-based instruction. The large effect sizes suggest a significant advantage for hands-on learning, aligning with embodied learning theories. The positive qualitative feedback from the EG and the mixed responses from the CG further support this conclusion. The findings highlight the importance of multimodal pedagogies and the potential of hands-on activities to create more engaging and effective learning experiences in CLIL. The lack of significant difference in perceived ease of learning between groups might be attributed to the students' familiarity with traditional teaching methods.

This study provides strong empirical evidence for the superior effectiveness of hands-on learning over traditional worksheet-based methods in CLIL Social Studies. Hands-on learning significantly enhanced both vocabulary acquisition and procedural knowledge, with large effect sizes. The study emphasizes the importance of embodied learning in CLIL pedagogy and offers practical implications for instruction. Future research should address limitations by using randomized sampling, longer study durations, and controlling for confounding variables. Cross-cultural studies are also needed to assess the generalizability of the findings.

The non-random assignment of students to groups, the relatively short duration of the study, and the homogeneous sample limit the generalizability of the findings. The same instructor teaching both groups could have introduced experimenter bias. The initial challenges experienced by the EG in adapting to hands-on learning, despite the ultimate positive outcomes, highlights the potential need for more preparatory support in transitioning from traditional classroom methods.