Abstract
This paper explores the effectiveness of theme-based instructional (TBI) method as a means of honing the writing skills and the motivation for writing of 36 pre-degree ESL learners in a Malaysian tertiary institution. The method which focused on development of language skills through discussion of themes provided the teacher a direct and effective way in guiding the learning processes the learners underwent in terms of how information was shared and kept and how the outcomes were ensued in pursuing writing. What surfaced as the semester progressed was that most learners had developed enthusiasm due to the empowerment entrusted to them and were more competent in writing due to the amount of research, reading, reviewing and conferencing they had done. Thus, this article discusses the concept of theme-based instruction and presents some remarks gathered from six selected students.
Highlights
After teaching English as Second Language (ESL) for almost thirteen years, it is disheartening to see many of the learners detached from the teaching and learning process, not knowing what they are learning and what they have learnt
Content-based Instruction (CBI) which refers to the concurrent teaching of academic subject matter and second language skills (Brinton, 1989) emphasises the learning of content while simultaneously developing language skills
The implementation of theme-based instructional method and cooperative process writing did to some extent improve the learners’ motivation and proficiency in the language, mainly their writing skills as they learnt about writing, underwent learning processes of writing, assessed each other’s writing, corrected the errors committed and were informed of their performance, and, in so doing, were encouraged to do their best
Summary
After teaching English as Second Language (ESL) for almost thirteen years, it is disheartening to see many of the learners detached from the teaching and learning process, not knowing what they are learning and what they have learnt. Since the affection for learning is diminishing, ESL educators need to take a closer look at an alternative instructional method. It is because success in language learning will be achieved only if learners are required to use the target language in a meaningful way and are empowered some form of autonomy (Little, 2005). CBI which refers to the concurrent teaching of academic subject matter and second language skills (Brinton, 1989) emphasises the learning of content while simultaneously developing language skills. According to Davies (2003), CBI focuses on how information and meaning from meaningful content are utilised in texts, on the integration of skills of the target language and on their involvement in all activities. Grammar is a component of all language skills and language is used for a purpose which is to communicate meaning
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