Content-Based Instruction in Foreign Language Education: Models and Methods

Costabile‐Heming, Carol Anne; Stryker, Stephen B.; Leaver, Betty Lou

doi:10.2307/3531892

Cited by 10 publications

(12 citation statements)

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“…We suggest that educators pay more attention to this factor. In particular, the level of students' English proficiency should be considered in order for them to gain sufficient content knowledge (Stryker and Leaver, 1997). In addition, we suggest that English for Specific Purpose (ESP) courses be provided for first-year students to equip them with subject-field-specific English competence.…”

Section: Discussionmentioning

confidence: 99%

Student satisfaction with EMI courses: the role of motivation and engagement

Nguyen²

2022

JARHE

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PurposeIn response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses.Design/methodology/approachBy using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses.FindingsStudents have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses.Originality/valueThis study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.

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Section: Discussionmentioning

confidence: 99%

Student satisfaction with EMI courses: the role of motivation and engagement

Nguyen²

2022

JARHE

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“…Furthermore, CBI also functions as: (1) subject-matter core, (2) authentic language and texts, and (3) appropriate to the needs of specific groups of language learner (Stryker, 1997). As a subject-matter core, CBI appears as the basic course since it is extracted from the subject matter, rather than from functions, situations, forms, and ability matters.…”

Section: Literature Review the Notion Of Concept-based Instructionmentioning

confidence: 99%

“…As an authentic language and text, the implementation of CBI within English language class is supposed to provide authentic learning materials which are obtained directly from the certain language topic being contemplated. By providing authentic materials, the teachers are able to effectively use the materials and make it accessible to the language learners at their level of proficiency (Stryker, 1997). Furthermore, as the appropriate strategy to the needs of specific language learners, CBI is acknowledged as dynamic and regularly changing strategy acting in accordance to the needs of the language learners.…”

Section: Literature Review the Notion Of Concept-based Instructionmentioning

confidence: 99%

Concept-Based Instruction: a Three-Stage Teaching Strategy for the English-Speaking Class

Rochma

2023

wej

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A mastery of English-speaking skills is a necessary ability for language learners. However, it is found that there is a treatment of oversimplifying talk found in the English learning materials, such as English textbooks, which creates a situation for the learners to fail in placing and applying the right expressions for a wider interaction in the real-life situation. It is vital for teachers to implement a teaching strategy to initiate an innovative English learning situation. Hence, this research suggests for the implementation of Concept-Based Instruction involving three stages, the orientation stage, execution stage, and control stage, within the English-speaking class. In specific, this research intends to (1) examine the implementation of CBI strategy to improve the speaking performance of language learners, and (2) identify the language learners’ perceptions towards the implementation of CBI strategy. The methods used in this paper were quantitative and qualitative designs involving the records of learners’ speaking performance as well as the researcher’s written notes. The results of the research reported that the CBI strategy can be considered a significant method to assist learners in obtaining the courage and confidence to actively engage in English-speaking activity.

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“…Even though many scholars in the field of language pedagogy, especially the renowned authors, Rodgers, recognize CBI as one of the Communicative Language Teaching spin-off approach (2001), some scholars authors contemplate the paradigm within an even wider view. Stryker and Leaver (1997), for example, mentioned CBI is a truly and holistic approach to foreign language education which can be at once a philosophical orientation, a methodological system, a syllabus design for a single course, or a framework for an entire program of instruction. The benefits of the approach are directly or indirectly associated with an extensive body of research from a variety of fields.…”

Section: Characteristics Of Content-based Instructionmentioning

confidence: 99%

“…The language course complements the non-native students' needs in order to achieve the content course (Snow, 2001). Besides, the adjunct courses aim at helping the non-native students enhance self-confidence by assigning them the real life tasks to accomplish the purpose of language use (Stryker & Leaver, 1997).…”

Section: Adjunct Modelmentioning

confidence: 99%

Effects of Content-Based Instruction Using Six-T's Approach on English Oral Presentation Skills of Lower Secondary School Students

Wuthisawangwong

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The sample of the classroom unit-based simple sampling consisted of a class of 45 ninth grade students divided into 15 groups in Streesmutprakan School who enrolled English for Scientific Presentation Course in term 2, academic year 2016. The duration of the experiment was taken place for 8 weeks. The instruments were an English oral presentation evaluation scale which was used before and after conducting content-based instruction using Six-T’s approach and semi-structured interview. The data were analyzed using descriptive statistics, the Wilcoxon Signed Rank test and content analysis. The finding shows that 1) the English speaking post-test mean scores was higher that pre-test at the significant level of 0.05 2) students had positive opinions towards the content-based instruction using Six-T’s approach on English oral presentation skills.

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Content-Based Instruction in Foreign Language Education: Models and Methods

Cited by 10 publications

References 0 publications

Student satisfaction with EMI courses: the role of motivation and engagement

Student satisfaction with EMI courses: the role of motivation and engagement

Concept-Based Instruction: a Three-Stage Teaching Strategy for the English-Speaking Class

Effects of Content-Based Instruction Using Six-T's Approach on English Oral Presentation Skills of Lower Secondary School Students

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