Content-Based Instruction Approach Research Articles

UNIVERSITY STUDENTS’ ACCEPTANCE OF INTEGRITY AND ANTI-CORRUPTION TOPICS INCORPORATED WITHIN LANGUAGES AND HUMANITIES COURSES VIA CONTENT BASED INSTRUCTION APPROACH

The objective of the study is to measure the university student; acceptance of the Content based instruction (CBI) approach for The Integrity and Anti-Corruption (IAC) and their understanding on corruption and integrity issues in Malaysia as a whole. This is important as the battle against corruption must be carried out via all means. Thus the CBI approach enables lecturers to emphasize IAC within their existing languages and humanities courses. Data was elicited via survey questionnaires and selective interviews on 90 students who enrolled in the various courses for February semester. The findings show that majority of the respondents were very receptive to the integration of IAC topics via CBI in the languages and humanities courses and they have good understanding on the main aspects of integrity and corruption. However some of the students’ perception on a few micro practices relating to corruption shows somewhat worrying results. Suggestions are put forth to improve the content integration in the courses so that the learning outcomes will be better achieved as the understanding of IAC reach a better level.

Assessing Content-Based Instruction (CBI) in the Context of Teaching English at the Tertiary Level of Bangladesh

This study aims to assess the English language outcome of Content-Based Instruction (CBI) among EFL learners of English at the tertiary level of Bangladesh and the problems involved in this process, where a group of students and teachers (existing) of English department were the focus of the study. To conduct this study, a mixed-method approach was applied where research instruments such as questionnaire and classroom observation were used. In total, 279 (students=260, teachers=19) respon dents participated in the survey questionnaires and classroom observations. The findings of this study suggested that though teachers and students prefer the CBI approach, some drawbacks were found in this learning process. Keywords: Content-Based Instruction, Tertiary Level Learners of Bangladesh, EFL context

Examining the effectiveness of a Content-Based Instruction Approach on ESP College Students' listening skills, motivation for learning and their Attitudes:A comparative Study in Egypt, KSA & Bahrain

Examining the effectiveness of a Content-Based Instruction Approach on ESP College Students' listening skills, motivation for learning and their Attitudes:A comparative Study in Egypt, KSA & Bahrain

The Effectiveness of The Rose (Reconnection of Science and English) Module in The Achievement of Science and English Competencies

DepEd's Basic Education – Learning Continuity Plan (BE-LCP) as described in DO. No. 12, s. 2020 called for measures that will bring education equitably to all its learners. The researchers saw the merging of Science and English into one learning material using a content-based instruction approach as an apt response to this call. Therefore, the ROSE (Reconnection of Science and English) Module was crafted. This experimental mixed-methods design action research sought to (1) determine the perceptions of the Grade 10 students on the ROSE (Reconnection of Science and English) Module in terms of (a) content, (b) activities, (c) the merged/integrated module as a whole; (2) determine if there was a significant difference between the students' pre and post-test results using the ROSE Module; and (3) identify how had the ROSE Module helped students achieved DepEd's Most Essential Learning Competencies (MELCs) in Science and English subjects. A survey questionnaire was used to find answers to objectives 1 and 3, while a diagnostic test was utilised as the instrument for objective 2. After two quarters of using the ROSE module, data on the pre and post-test results during the first and second quarters revealed a significant difference in the Grade 10 students' scores. Survey responses also showed that the respondents agreed to the Module's (a) content, (b) activities, and (c) merging/integration. Finally, despite the difficulties, confusion, and many other challenges, most of the respondents agreed that the ROSE module taught them academic skills such as writing and thinking as well as life skills such as responsibility, time consciousness, patience, perseverance, industry, and self-reliance.

Implementation of Content-Based Instruction Approach in Teaching English for Maritime at Vocational High School Pelayaran Buana Bahari

This study aims to describe the implementation of the English for Maritime teaching method using the Content-Based Instruction approach at Vocational High School Pelayaran Buana Bahari, Medan. The subjects of this study were 30 students with a total of 10 students per class from grade ten, grade eleven, and grade twelfth. The data collected in the study was taken using a questionnaire containing questions about the implementation of the Content-Based Learning Approach in Teaching English for Maritime at Vocational High School Pelayaran Buana Bahari, Medan. The study was conducted once with data collection carried out for three days. From this study it can be concluded that the maritime English teaching method using the Content-Based Instruction Approach can improve students' competence in understanding English for Maritime because the teaching approach through this method is carried out in a structured and systematic manner so that the aim is to equip students with mastery of English for the benefit of marine communication can be achieved.

Pengembangan Media Ajar Kartu Perawat dengan Pendekatan Content-Based Instruction

The purpose of this research is to design a learning media product in the form of a game, called the Nurse Card (KaPe). This game is designed using a Content Based Instruction (CBI) approach where KaPe integrates English material into Nursing Science learning which includes basic nursing actions and disease diagnosis. The research method used in this study is Research and Development which includes the stages of need analysis, product design, product evaluation, and product testing. The subjects in this study were class of XII students of SMK Kesehatan Cahaya Bangsa, Kubu Raya. Meanwhile, the research instrument used to collect data includes observation sheets, questionnaires, interviews, media and material validation questionnaires and student response validation questionnaires to product trials. The results found in the study were the Nurse Card game media (KaPe) which was developed with the Content Based Instruction approach was feasible and effective to be used as an English language learning medium for Nursing Vocational Schools. Some of the advantages of this product are that it provides opportunities for students to develop integrated speaking, reading, and listening skills; increase students' interest in learning English; provide opportunities for students to collaborate because they are played in groups; provide a situation or context for how the language is used in actual use and provide opportunities for students to interact authentically, making it easier for students to acquire language. However, teachers need to allocate time and ensure that the students remain in control when learning takes place through this game.

A NARRATIVE INQUIRY INTO THE APPLICATION OF THE CONTENT-BASED INSTRUCTION APPROACH TO LEGAL ENGLISH TEACHING

Content-based instruction (CBI) has been applied widely in teaching English for specific purposes. This study aims to delineate a lecturer’s views of teaching legal English using the content-based instruction approach. A narrative frame was employed as the primary data source to gain insights into the perspectives of a Vietnamese lecturer. The participant was invited to write a reflection on different stages of his career from the past to the present and what he plans to do in the future. The data also came from classroom observation and teacher’s lesson plans. The findings show that the application of the content-based approach contributed to students' development in legal English. Students have opportunities to learn and use the target language in an environment in which language acquisition takes place through subject-matter knowledge. Moreover, the findings of this study reveal the teacher's concerns about teaching materials as well as the teacher’s content knowledge.

Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices

The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins' (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations. Findings of the study revealed that most lecturers viewed positively the integrated content and language instruction. This view had impacts on their classroom practices where modifications were made in order to accommodate the implementation of the policy. This study provides information for policy makers, teacher educators, and content teachers to understand how the policy is articulated and how it is implemented in the Indonesian teaching context.

A STUDY OF ENGLISH READING COMPREHENSION USING CONTENT-BASED INSTRUCTION APPROACH

The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.

Content Based Lesson Plans inside the English Rural Classrooms

<p class="apa">This piece of work gives account of a classroom research project done in a rural state institution in Colombia whose main purpose was to contextualize the foreign languages teaching and learning in line with the current curriculum regulations stated by the National Ministry of Education. Content-based instruction inside a rural English classroom was examined and informed. The results revealed that the content-based instruction approach was useful to integrate environmental issues with the grammar and the communicative uses of the language. Rural high school students get more motivated when they feel a stronger and real connection between the language they learn and their touching and closest reality they perceive. It was also found that applying these environmental issues in a rural scholar context caused awareness in students according to the use and importance the English as a foreign language can be imply in their social development highlighting the real relevance in their current lives. Conclusions highlight some perspectives and implications derived from the application of several lesson plans incorporating the crisis of the planet and its possible solutions as the core content.</p>

Content-Based Instruction Approach In Instructional Multimedia For English Learning

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentation of selfstudy program in a computer. Instructional media combines several aspects such as text, pictures, graphic, sound and video. There are many English materials that are presented in a computer display by combining all aspects of multimedia. This method can help learner to understand the material better by visualizing the concept. In integrating CBI approach in instructional multimedia by using computer, there are two important aspects in creating effective multimedia, such as displaying reading text and integrating all English skills. In displaying reading text, CBI approach play important role in presenting reading passages about certain topic based on students' interest and multimedia aspects also play significant role in visualizing all concepts and vocabularies from the reading passage. This paper will discuss the integration of CBI approach in instructional multimedia for English learning deeply by presenting the basic concept and providing some examples of instructional multimedia display.

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.

Utilization of Content-Theme-Based Instruction: An Overhaul of English Language Learning for Non-native English Learners

Teaching and learning English in international programs in an EFL nation as Thailand are uneasy tasks for both teachers and learners since English courses are provided parallel with content courses that use English as a medium of instruction. It causes an urgent demand of high level of English proficiency applying in the study; therefore, not only English communicative skills are required, but also English academic skills are demanded. As a result, a teaching approach integrating both content and language teaching and learning as Content-Based Instruction (CBI) approach was selected to develop academic reading and writing skills of Thai EFL undergraduates studying in the international programs aiming to investigate effectiveness of CBI approach in developing Thai EFL undergraduates’ academic reading and writing skills. The study was carried out at Mae Fah Luang University, Chiang Rai, Thailand. Pre-and post-tests and a semi-structured interview were used to examine their academic reading and writing skills improvement after the use of CBI in the classroom. The research findings indicate that the students got better results in post-test of academic reading and writing skills, and the students thought that this approach of teaching enabled them learn pleasantly by not worrying too much on grammar as other academic English courses they used to study. As CBI approach enabled the students improved the skills at the end of the course and generated good feeling when learning, it can imply that CBI approach is effective in teaching academic reading and writing skills at tertiary level in this particular context.

Content-Based Instruction Approach In Instructional Multimedia For English Learning

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentation of selfstudy program in a computer. Instructional media combines several aspects such as text, pictures, graphic, sound and video. There are many English materials that are presented in a computer display by combining all aspects of multimedia. This method can help learner to understand the material better by visualizing the concept. In integrating CBI approach in instructional multimedia by using computer, there are two important aspects in creating effective multimedia, such as displaying reading text and integrating all English skills. In displaying reading text, CBI approach play important role in presenting reading passages about certain topic based on students' interest and multimedia aspects also play significant role in visualizing all concepts and vocabularies from the reading passage. This paper will discuss the integration of CBI approach in instructional multimedia for English learning deeply by presenting the basic concept and providing some examples of instructional multimedia display.Keywords: Content-Based Instruction Approach, Instructional Multimedia, English Learning

Content-Based Instruction in the Teaching of English for Accounting at Vietnamese College of Finance and Customs

The overwhelming weight of emphasis in language analysis in the teaching of English for Accounting (ESP) has been a concern for teachers of English at the College of Finance and Customs (CFC). In the ESP course, the teaching materials teach students to recognize the surface form by means of the specialist texts. The difficulties the students and teachers encounter are the unfamiliarity with the specialist contents and far too complex sentence structures. Faced with this reality, the researcher produced a syllabus which gave high priority to the language form and content via simplified language and authentic materials. To do this, firstly the researcher incorporated the Content-Based Instruction (CBI) approach in the ESP context, and then the ESP material designed in the CBI approach was used in the treatment group in one semester. To see its effects when the course finished, the researcher administered a survey including the post test and the questionnaire. The findings from this research reveal the students’ interest, and involvement in the course. Also, they highlight the students’ ability to get better scores in all modes of ESP.

Strategies for teaching Geography electives in English to native Spanish speakers at a Colombian University

Universidad de La Sabana in Colombia has been increasing course work in English, and the need for adequate learning and teaching strategies has become salient as both students and instructors expressed concern of a foreign language impeding content acquisition. Through a seminar on English Content-Based Instruction, the Foreign Languages Department identified underlying problems related to language, such as the need for language strategies in mainstream courses in areas such as academic writing and reading. The English Content-Based Instruction approach seeks to simultaneously teach content and language. The need for instruction to be focused on fostering autonomous learning became apparent given the heterogeneity of learning styles. Two geography courses taught in English are discussed here in light of an overall survey on learning strategies.

Computer-mediated communication in English for specific purposes: A case study with computer science students at Universiti Teknologi Malaysia

This paper will describe an ESP approach to the design and implementation of computer-mediated communication (CMC) tasks for computer science students at Universiti Teknologi Malaysia, and discuss the effectiveness of the chat feature of Windows NetMeeting as a tool for developing specified language skills. CMC tasks were set within a programme of sustained-content language instruction (SCLI), a variation on the content-based instruction approach. Various studies have confirmed the potential of SCLI as a means of familiarising language learners with academic genres and the language skills expected of them in the content classroom. To date, however, there has been little or no research into the use of CMC within SCLI. We found that students who followed a programme of SCLI using CMC ESP tasks made significant improvements in their oral communication skills, and also achieved higher scores than their peers in a computer science project undertaken in the semester following the treatment.