Content-based Instruction Research Articles

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.

College English Teaching Reform based on CBI Teaching Philosophy and Thematic Teaching Model

The content-based instruction abbreviated as CBI was introduced into China in the 1990s, CBI is a more scientific, advanced foreign language teaching concept. This paper introduces the CBI teaching concept and its model, and discusses the advantages of this concept and its theme model. Based on the current situation of college English teaching in China, some suggestions are put forward for the reform of college English teaching based on CBI teaching concept and theme teaching mode.

Hybrid Twinning on Marine Engine Simulators

The notion of twinning can refer to a number of things. Here, however, we re-fer to the specific recommendation by the IMO Model Course 3.17 – Maritime English, as also discussed by a number of recognized Maritime English instructors, anticipating the teaming of English teachers with teachers of technical subjects held on marine simulators. This recommendation coincides with contemporary trends in teaching English for Specific Purposes, such as Content-Based Instruction, Content and Language Integrated Learning and/or English as a Medium of Instruction. In particular, we provide specific examples of hybrid twinning classes conducted on marine engine simulators at the Faculty of Maritime Studies Kotor, University of Montenegro. Additional possibilities and pedagogical implications of the presented and related activities are also offered. We hope they can be of assistance and inspiration to other teachers involved in maritime education for upgrading their teaching methodologies as it has been the case with the authors.

Student Centric Approach of the Content Based Instruction and Instructional Scaffolding

Teaching English as a second language expedites the probability of teaching English language in the utmost trying situations. The process of language instruction of English, as a second language. is a highly demanding skill. A number of challenges arise during the process as second language learners have fewer linguistic resources in the language of instruction. Content-Based Instruction lays a stress-free interactive platform for English language learners. Scaffolding students' learning is a possible way to overcome certain tasks that learners come across. Content-Based Instruction oriented teachers hold key responsibility for the implementation of language learning in a classroom condition. The English language is used as an instructional language not only to teach English language lessons in classrooms but also functional in delivering other subjects. The article deals with the English language learning principle through Content-Based Instruction along with the collaboration of scaffolding. The goal of the study mainly rests on the factors responsible for the successful implementation, the strategies, the prospect, and the advantages of language learning through the approach. Content-Based Instructors function as scaffolds offering support to the students to create more specific learning activities. Using scaffolding, Content-Based Instruction can approach the English language learners to promote themselves from what they are capable of doing at present to what they will be able to do later. Scaffolding is a promising teaching technique. It is an interaction promoting tool that promises to enhance speaking skills in second language learning English students. This paper intends to prove the usability features of scaffolding teaching technique in Content-Based Instruction promoting English language teaching, the characteristics and critical features of scaffolded Instruction, methods of instructional scaffolding, and the challenges and benefits of instructional scaffolding. The article ponders upon the importance of time and the preparation of the course of study undertaken by this technique and throws light on how the language facilitators face the challenges like the choice of the topic till the content reaches the language learner and is expected to go an extra mile in imparting the English language learners.

Método Híbrido: Un método para la enseñanza y el aprendizaje del inglés como lengua extranjera

Maximizing students’ learning, developing competencies, and giving them real op-portunities for applying English in practical ways have become important goals in the International Relations’ English program of Universidad Del Norte, Barranquilla-Co-lombia. In order to achieve these goals, an integrated pedagogical method which invol-ves teaching English and content together has been implemented. This method, called “Hybrid Method,” incorporates two well-known approaches to language teaching and learning: Content-Based Instruction (CBI) and Project Based Instruction (PBI) The idea was conceived regarding stu-dents’ academic and professional needs; their interest on significant learning expe-riences; the characteristics and demands of the context, and the need for a method that not only contributes to the development of students’ English communicative compe-tence, but also fosters the development of competences that help them perform ade-quately in both academic and occupational settings. This method takes advantage of the resources and technological facilities offered by the university and has become a positive contribution in the English learning process of the International Relations stu-dents with whom it has been applied

Las percepciones de los estudiantes sobre cómo la enseñanza basada en contenido apoya el desarrollo del aprendiz en un contexto de lengua extranjera

Ample studies on content-based instruction (CBI) provide strong evidence as to the effectiveness of this methodology in developing language and content knowledge in students; however, there is much less information as to why this methodology is so effective. Building on the results of a previous study, this paper discusses the findings of a qualitative study to see how CBIsupports language development. The data collected through student interviews and learning journals revealed that the exposure to authentic material that was meaningful, interesting, and relevant to students’ present and future needs, activation of prior knowledge, and the specific methodology used in class were the most important factors which supported language and content development.

Content-based instruction and enhancement of English language skills of VIII standard students

Language is the vehicle that transfers a person's thoughts to others. In a local community, the mother tongue plays a vital role in sharing their thoughts. However, there is a need for additional Language for communicating a person's thoughts to other communities. The additional Language may be the second, third, or fourth language, but they are helpful to understand people of different cultures and customs. As an alternative language, English is considered a second language in India due to language diversity and unity. In the present Indian scenario, the English Language is used more to communicate different states of people in Indian. Establishing the CBI method in classroom teaching enables the professional development of teachers and personal growth of social skills. Also, it allows the learners to be good at their subject as well as in language. According to the modern era, this CBI helps a lot in improving the skills of language and cognitive skills. Language and content integration can be incorporated into a variety of instructional programs.

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Several empirical studies of Content-Based Instruction (CBI) have concluded that this approach has positive impacts in improving language learning skills including writing in foreign language learning environments. However, many of them carried out this approach within the traditional setting; face-to-face interaction instead of the e-learning. This current study is aimed to examine the impact of CBI on EFL learner’s writing through technology-enhanced language teaching. The approach was implemented in students who wrote e-brochure for the final project. It was a qualitative study where the data was obtained from assessing the writing documents using e-brochure scoring rubrics. The rubrics focused on functional adequacy containing of five dimensions: (1) organization of information, (2) content-accuracy and information validity, (3) spelling and mechanics, (4) attractiveness and organization, and (5) graphics/ pictures. Semi-structured interview was taken as the supporting data. The findings showed that CBI was beneficial on the EFL’s writing in advancing the writing skill, increasing the creativity in designing the brochure, and enhancing the interaction with the lecturer through the use of technology. For further research, teachers are invited to engage the students with specific CBI activities in diversified contexts.

Boosting the Adult EFL literacy in Indonesian context: Revisiting the Universality of Schema Theory

This study explores the interplay of adult EFL learners’ reading ability and the universality of schema theory. The conceptual relationship between the two aspects are discussed in an attempt to provide better understanding of why this study is essential for Second Language Acquisition (SLA) audience, both the practitioners and the researchers. Content-based Instruction (CBI) and Traditional Instruction (TI) materials are applied to six groups of ESP (English for Specific Purposes) adult learners comprising Agriculture, Engineering and Economic classes which accommodate 25-27 students each. Utilizing classroom observation, the study reveals detail interactions which occur during the teaching and learning processes. The activation of schemata or background knowledge during the process of learning, specifically, reading skills is clearly shown in the CBI classes while such cognitive process does not seem to occur in the implementation of Traditional Instruction (TI) material. This leaves a substantial recommendation for future researchers and practitioners of SLA to incorporate schema theory in whatever design they are pursuing in relation to developing teaching instructions for Reading skills.

The Effects of Task-Based Speaking Tasks on Iranian University Students Willingness to Communicate and Self-Efficacy in Online Classes: A Mixed-Methods Study

This mixed-methods study attempts to explore the effects of TBLT on the development of Iranian university students' self-efficacy and willingness to communicate in speaking skills. To this end, two intact classes were selected in Ayatollah Borujerdi University in Borujerd City, Iran. The experimental group went through an eight-week teaching program, whereas the control group received the usual content-based instruction. The data were gathered from multiple sources at various time points using two questionnaires and a focus group interview. The results of the quantitative analysis using ANCOVA revealed a positive effect of the online TBLT approach on university students' self-efficacy and willingness to communicate in speaking in the Iranian context. Moreover, the findings of the focus group interview disclosed several themes about the merits of TBLT on self-efficacy and willingness to communicate in oral interaction skills. In the end, a range of implications is suggested for the different stakeholders.

In-house CBI materials and English language education

This study aimed to investigate and compare the effects of in-house content-based instruction (CBI) materials and general English course materials on student attitudes toward English language learning together with their impact on student English language development and mastery of academic content. It also focused on the attitudes of English as a foreign language (EFL) teachers and departmental faculty members towards CBI materials. Using a mixed-methods research design data were collected from 175 university freshman EFL students, 17 EFL teachers, and seven departmental faculty members from different faculties. The EFL teachers developed their own CBI materials for each academic program. The results indicated that the students viewed the in-house CBI materials more positively than general English course materials. Moreover, the CBI materials also contributed to the students’ English development and mastery of academic content. Finally, both the EFL teachers and lecturers expressed positive attitudes towards the CBI materials.

Rebuilding an Italian Program from the Ground Up: Content-Based Instruction, Multiliteracies, and the Flexible Foreign Language Curriculum

Rebuilding an Italian Program from the Ground Up: Content-Based Instruction, Multiliteracies, and the Flexible Foreign Language Curriculum

QUAN ĐIỂM DẠY HỌC PHÂN HOÁ: ĐẶC TRƯNG VÀ NGỘ NHẬN

The New General Education Curriculum (2018) was developed in the context that the whole Vietnamese education system is facing a change in the approaching mindset from content-based instruction to competency-based education for learners. Accordingly, differentiated instruction (DI) is an approach to make the process of achieving the aforementioned aim more manageable. However, in the reality of DI implementation, many teachers still feel afraid to organize teaching following this point of view because they think that there are too many challenges and difficulties that teachers will face, and at the same time, realize that teachers' knowledge about the nature of DI is still limited, leading to misunderstandings and poor implementation. In order to add a view for the theory of DI in Vietnam, this article focuses on describing the characteristics of DI as well as explaining certain misconceptions regarding DI.

Design and Evaluation of a Hybrid Content-Based Instruction Model: Integrating Tourism and Foreign Language Education

Design and Evaluation of a Hybrid Content-Based Instruction Model: Integrating Tourism and Foreign Language Education

Writing about historical significance: The effects of a reading-to-write instruction

In a randomized pretest–posttest design, we examined the effects of a reading-to-write instruction on (a) the quality of students’ essays and (b) on metaknowledge about reading, reasoning about historical significance, and writing. Results showed that 10th grade students in the reading-to-write condition (N = 46) wrote significantly better essays compared to students who received a content-based instruction (N = 48). In addition, students in the reading-to-write condition scored significantly higher on metaknowledge about reading historical accounts than students in the content-based condition. Self-reports on learning gains indicated that students in the reading-to-write condition gained deeper understanding of historical knowledge than students in the content-based condition.

Features and main characteristics of content-based instruction

Features and main characteristics of content-based instruction

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.

Turkish primary-level efl teachers’ views on the scope and effectiveness of content-based instruction

The present study aims to report on the perceptions of a group of English as a foreign (EFL) teachers’ on content-based instruction (CBI) in English as a foreign language teaching and its effectiveness for primary school students. The teachers participating in the study offered English as a foreign language through CBI and they were interviewed about their perspectives in terms of CBI lessons and the nature of overall program. In-service English language teachers working with young language learners received questions about the effectiveness of CBI, the advantages and disadvantages of implementation of CBI and their experiences and observations with it. The results show that CBI is a major opportunity for language teachers to increase the quality of English instruction with young language learners. Teaching and learning through content is fun and worthwhile both for students and teachers. Data collected through focus group interview reveal that teachers have positive attitudes towards CBI and they are quite informed about the scope and effectiveness of this instructional program for young language learners. Findings of the present study have important implications for policy makers and educational planning in Turkey by creating authentic learning opportunities integrating content matter with foreign language instruction.

A study on content-based instruction activities in middle school English textbooks based on the 2015 Revised National Curriculum

This study investigated the content-based instruction (CBI) activities in middle school English textbooks based on the 2015 Revised National Curriculum. It investigated whether the CBI activities were designed to provide language learning opportunities and integrate various knowledge and skills. To this end, the analysis focused on the questions regarding the content subjects and topics provided in the activities of the textbooks, learning objectives of these activities and a detailed analysis of the activities. The results indicated that the CBI activities were designed to meet the goal of ‘creative convergence education’ by appropriately connecting various knowledge and skills with the topic of the unit. Yet, the activities were largely limited to a small number of subjects such as social studies, ethics, and technology and family. Also, neither clear language objectives nor content vocabulary were provided. Finally, the activities were mostly intended for group works, indicating that English proficiency levels will likely affect learning outcome. This study suggests that middle school English convergence education would benefit from including clear language objectives for the integrated activities as well as content vocabulary, and a variety of topics beyond the scope of daily life should be covered in the textbooks.

THE EDUCATIONAL VALUE AND TEACHING STRATEGY IN “FREEDOM WRITER” BY RICHARD LAGRAVENESE

<p><strong>Abstract</strong>: This research aims to analyze the educational value and teaching strategy in the “Freedom Writer” film by Richard Lagravenese. Based on the theories of educational value and teaching strategies, there are four primary points to analyze: 1) How is Educational Value in ‘Freedom Writer Film’ by Richard Lagravenese? 2) What are the Teaching Strategies in ‘Freedom Writer Film’ by Richard Lagravenese? 3) There are eleven kinds of educational value that appear in “Freedom Writer” by Richard Lagravenese based on Linda, they are honesty, courage, peace-ability, self-reliance and potential, self-discipline and moderation, loyalty and dependability, respect, unselfishness, and sensitivity, kindness & friendliness, justice and mercy, and love. 4) There are five kinds of teaching strategies that appear in Richard Lagravenese based on Brown; they are content-based instruction, theme-based instruction, experiential learning, episode hypothesis, and task-based teaching.<br /><strong>Keywords</strong>: educational value, teaching strategy, film.</p>