Abstract
ABSTRACT This study explored the influence of using Curriculum-Based Readers Theater (CBRT) on promoting 12 sixth graders’ oceanic knowledge and vocabulary learning in an elementary school in Taiwan. Based on the analysis of both quantitative (oceanic knowledge tests and vocabulary knowledge tests) and qualitative data (interviews, videos, and reflections), the study had the following major findings. First, CBRT instruction was effective for improving learners’ oceanic knowledge through repeated reading. Second, CBRT was beneficial for learners’ receptive ability in recognizing spoken forms of the target vocabulary. Suggestions on effective implementation of CBRT into content areas or issues were provided.
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