## 6 Discussion of the Results
### Comparison of the Results with the Existing Literature  
Regarding the first general conclusion (integrating TELL into CLIL online teaching to form a triple learning approach that benefits CLIL), it appears to be in agreement with the majority of the literature, as numerous authors note that TELL techniques tend to induce a variety of benefits in CLIL course settings. For instance, [PERSON] and [PERSON] [41] view their CLIL and TELL integrated teaching activities in the classroom as a threefold approach that integrates content, language, and technology, providing students with the most useful and cutting-edge tools for the assimilation of new concepts and knowledge in the shortest time possible. In addition, [PERSON] [42] argue that new technologies provided by TELL appear to be more integrated in the CLIL classroom than in traditional education, as they are used to promote understanding of concepts conveyed in a foreign language, to enhance the knowledge acquisition, and to provide opportunities to build online collaborative work and student-centered activities. In addition, [PERSON] and [PERSON] [11] conclude that CLIL and TELL integrated learning can enhance the language learning efficacy of learners.  
Consequently, [PERSON] [12] note that one key benefit of \"hypermedia\" (computer technology) is that it supports a primary focus on content without giving up a secondary focus on language form or learning procedures, which motivates many educational efforts to seek a more integrated approach to teaching. Many educators attempt to integrate TELL and CLIL hybrid teaching models in the hopes of more effectively achieving the dual teaching goals of CLIL because TELL software can be designed with a dual focus on language and a specific subject for a more dynamic approach to learning and practicing a language or subject. As a result, the first conclusion of this study is consistent with what the majority of the literature mentioned that CLIL and TELL integrated teaching will bring comprehensive benefits to CLIL classrooms. However, it is also slightly different from the majority of conclusions found in the previous literature, in that it emphasizes the use of TELL more and clarifies its role and potential in connecting subject goals and language goals, helping CLIL achieve dual-focused teaching objectives.  
Regarding the second conclusion (without proper teaching resources and assessment systems, integrating TELL into CLIL does not guarantee good learning outcomes for students), the quantity of related literature is significantly less than for the first conclusion. Some literature raises the issue of the lack of an online CLIL assessment method; for example, [PERSON] [23], who proposed the CLILQuest model, also emphasizes that an evaluation section should be included in the structure of CLILQuest. However, no significant research has been found to specifically address this issue, with the exception of [PERSON] and [PERSON] [25], who adopted a mixed methodological framework, analyzing online questionnaire data and interviewing students, to form an evaluation method for the effectiveness of online CLIL teaching. However, this is not a direct and effective online CLIL assessment method that can be applied to every TELL and CLIL integrated teaching classroom.