Content-based Language Teaching Research Articles

ANALYZING THE EFFECTIVENESS OF CONTENT-BASED LANGUAGE TEACHING (CBLT) APPROACHES IN INTEGRATING LANGUAGE LEARNING WITH SUBJECT MATTER INSTRUCTION IN TEFL CONTEXTS

This study examines the effectiveness of content-based language teaching (CBLT) in teaching English as a foreign language (TEFL) contexts, focusing on its impact on language proficiency and subject matter learning. CBLT integrates language instruction with academic content, aiming to enhance both linguistic skills and cognitive abilities simultaneously. The research employed a mixed-methods approach across multiple TEFL settings, including primary and secondary schools, to evaluate CBLTs efficacy. Quantitative data from pre-tests and post-tests, supplemented by surveys, measured improvements in language proficiency and academic achievement among students exposed to CBLT compared to traditional methods. Qualitative methods, such as classroom observations, teacher interviews, and student focus groups, provided deeper insights into instructional processes and learner experiences. Findings indicate significant enhancements in students language proficiency across speaking, listening, reading, and writing skills in CBLT classrooms. Academic achievement in subjects like science, mathematics, and social studies also showed improvements, demonstrating the effectiveness of integrating language and content learning. Moreover, CBLT fostered higher levels of learner engagement and motivation by linking language skills with practical applications in academic contexts. Teacher perspectives highlighted the benefits of CBLT in promoting interdisciplinary learning and addressing diverse student needs, albeit with challenges related to curriculum integration and varying language proficiency levels. The study underscores the potential of CBLT to promote inclusive education by providing equitable access to language and content learning for all students. These findings contribute valuable insights to educational practices, emphasizing the importance of integrating language instruction with subject matter learning to enhance educational outcomes in TEFL contexts globally.

EUSTRESS, LEARNING ENGAGEMENT, AND WORKABLE STRATEGIES OF DCBLT IN ENGLISH FOR ENGINEERING

Attention to eustress related to learning engagement among ESP learners utilizing Digital Content-Based Language Teaching (DCBLT) remains notably insufficient. This research aims to identify the levels and relationships between eustress and learning engagement, as well as the identification of workable teaching strategies when implementing DCBLT. Employing a mixed-method approach, this study utilizes quantitative data (questionnaire responses) from 43 students and qualitative data (in-depth interviews) from three English for Engineering language instructors. The analysis procedure for quantitative data employed the Spearman rank correlation test, while qualitative data was analyzed using thematic analysis. The results indicate that the levels of eustress and learning engagement among students are highly satisfactory. Moreover, eustress correlates positively and strongly with increased learning engagement. The data also reveals the existence of several workable DCBLT teaching strategies, encompassing the pre-teaching phase (stimulating idea generation, fostering brainstorming, establishing connections, and motivating learners), the whilst-teaching phase (employing a student-centered learning approach, including individual tasks, group work, and quizzes via the DCB platform), and the post-teaching phase (assessing, verifying, and reviewing learners' comprehension). Research recommendations are also presented in the concluding section to fortify and extend the findings of this study.

Enacting Content-Based Language Teaching in ESP Classroom for Reading Comprehension

This research aims to investigate how Content-Based Language Teaching (CBLT) was implemented and its contribution to enhancing learners' language skills in reading comprehension. The research was administered at an Indonesian private university. Drawing on the action research method. The statistical evidence showed that the mean score of the students in class A was 66.74; in class B; 64.29; in class C 65.71 and in class D 60.96 and the highest score in each category were 95 in class A; 96 in class B; 84 in class C and 90 in class D and the average score to pass the ESP course is 65. Cycle 2 was conducted from April 26th to 29th, 2023 at the same classes and schedule, and the results were; the mean score from those classes were 73.53 in class A, 73.47 in class B, 76.44 in class C, and 66.15 in class D. The research showed that there was significant satisfaction as perceived by the students regarding the implementation of CBLT for learning to read in the ESP classrooms. Future recommendations on the research related to the use of CBLT are discussed

Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”

This study aims to examine the process of developing interdisciplinary lesson plans for prospective English and social studies teachers using the Content-based language instruction model (CLIL) and through collaborative work. The participants of the study consisted of 30 prospective English and 10 prospective social studies teachers who were continuing their pre-service university education in one of the western provinces of Turkey. A qualitative approach was used to answer the research problem, and data collection tools consisted of questionnaires, semi-structured group interviews, and lesson plans. Both descriptive and content analysis was used to reach inferential results. As a result of the research, it was understood that pre-service teachers’ own learning experiences affect their beliefs about their teaching experiences. Besides, it was understood that the 4C model, which can be used in CLIL, is specifically suitable for social studies. In line with these results, suggestions were made for future studies.

Exploring Effective Teaching Approaches for English as a Foreign Language (EFL) Instructors: Best Practices and Future Directions

The field of English as a Foreign Language (EFL) is expanding rapidly, with millions of students globally seeking to improve their English language proficiency. To meet the demand for effective EFL instructors, it is essential to possess a diverse range of skills, including knowledge of best practices in language teaching and an understanding of individual learner needs. This paper explores effective teaching approaches for EFL instructors at the university level in France, focusing on key practices and future directions in the field. The paper discusses the significance of effective EFL instruction, outlines the challenges instructors may encounter, and examines approaches such as communicative, task-based, intercultural approach and content-based language teaching. Additionally, the role of technology in EFL instruction is explored as a means of enhancing learning outcomes. Finally, the paper aims to highlight the importance of effective EFL teaching and to propose a roadmap for EFL teachers who wish to improve their teaching practice.

Content-Based Language Teaching (CBLT) in ESP Courses in Indonesian Higher Education: A case study

This study explores the implementation of CBLT in ESP courses within Indonesian higher education. It identifies categories of assessment within that implementation through a variety of classroom activities. The study looks at learning outcomes in which CBLT makes an impact on ESP learning, at types of teaching preparation, at teaching materials, and at various teaching methods employed in CBLT implementation. This research applies a case study research design, focused on Indonesian higher education, specifically Bosowa University, Makassar. Seven lecturers and ten students from the university’s non-English department were selected as participants in the study. They were selected purposively, as they had implemented CBLT in ESP courses in their classes. The instruments of data collection were documentation, observation, and interview. The findings of the study show that by implementing CBLT, the lecturers believed that they could teach the ESP courses more effectively. In addition, lecturers were able to manage and organise content material in their ESP teaching. Students enhanced their knowledge of specific English, as well as their communicative competence in real life, elevating the vocabulary pertaining to their disciplines. Finally, students believe that CBLT offers many opportunities for meaningful and purposeful language use. Detailed findings are presented here, and their implications discussed.

Effects of ESP Courses on Chinese Health Vocational College Students' English Proficiency

This study investigated the effects of ESP teaching of medical English on the English proficiency of Chinese medical major students. A content-based language instruction was given to the experimental group while the control group was taught on the basis of traditional grammar-translation method. Both groups were freshmen majoring in clinical nursing and were in the second semester of their college learning.The findings showed that the content-based ESP course was significantly effective for the students when it came to improving their English proficiency. Compared with the grammar-translation method, it manifested a more significant advantage in improving the students’ listening and speaking abilities. However, the grammar-translation method was proved to be more beneficial in improving students’ writing ability. Moreover, content-based ESP learning didn’t have a more significant effect on students’ reading performance in comparison with the grammar-translation method. Additionally, the survey results revealed that content-based ESP learning was more beneficial to the students in developing their professional communication skills, increasing their English speaking opportunities, giving them confidence in using English, and providing them with a better understanding of unit topics. However, the interview results showed that students experienced some difficulty concerning group discussions or impromptu speeches. In particular, low-level students perceived that speaking in English was uncomfortable and required an unexpected amount of preparation time. ESP learning looks promising, but it is necessary for us to apply a different teaching method according to the students’ proficiency levels and for the skills that they acquire.

English medium instruction for whom and for what? Rethinking the language-content relationship in higher education

ABSTRACT In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different depths of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice.

Ebele Tjepkema, Exploring content-based language teaching practices to stimulate language use in grades 7 and 8 of Frisian trilingual primary education

Ebele Tjepkema, Exploring content-based language teaching practices to stimulate language use in grades 7 and 8 of Frisian trilingual primary education

CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION

The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of comprehensive output, input hypothesis and proximal zone of development in its subsidiary method (CLIL). Besides this, another methodology affecting formation of content-language integrated learning, known as “English for special purposes”, is also contextualized by specialty content, and they share common goals of learning. However, ESP keeps its focus on language, not content. The comparative analysis of CBI and ESP key features reveals the theoretical and methodological conditions of CLIL formation.
 The modified variations of CLIL approach, applied all over Europe like Bilingual Content Teaching, Bilingual Subject Teaching or Content-Based Language Teaching, relied on a common concept of learning a foreign language with a shift of focus from the language itself to the content expressed in this language. The bilingual model of education in European countries adopted the provisions of content-language integrated learning methods at the mainstream level in school education in France, Ireland, Finland, Estonia, Latvia, Poland, the Czech Republic, and it has been partially implemented within pilot projects in the UK, Spain, Germany, Italy and Sweden. The method was strongly supported by policy of the European Union and European Commission with an aim of promotion of language learning and linguistic diversity. The support of the European language policy and ideology was reflected in a number of projects launched in order to promote methods based on international cooperation, such as “Content and Language Integrated Learning in Germany” (CLILiG), as well as with the support of the Council of Europe “CLIL Quality Matrix” (2004) and the European Regional Action Scheme for the Mobility of University Students (ERASMUS).

Content-Based and Task-Based Language Teaching in L2 Classroom

This recent journal offered a brief review of significant research findings on second language acquisition related to two language approaches, namely, Content-Based Language Teaching (CBLT) and Task-Based Language Teaching (TBLT). Based on different research provided in this journal, the following strengthen the role, effectiveness, and importance of CBLT and TBLT in a language classroom by improving language instructions and learning processes during the acquisition of a second language.

Conceptualizing Critical Thinking Skills in Content-Based Language Teaching

Conceptualizing Critical Thinking Skills in Content-Based Language Teaching

Analyzing a language-driven content-based language teaching textbook using sociocultural theory

The Asian EFL (English as a foreign language) classroom is famous for its reliance on textbooks to prepare students for high-stakes examinations. It is therefore of importance to ensure the quality of EFL textbooks for quality learning and teaching. While much previous research has been done about pre-use, in-use, and post-use textbook evaluation, there has not been any study about how sociocultural theory may be used as an analytical tool to evaluate EFL textbooks at these different stages of evaluation. The teaching philosophies of different teachers can be rooted in different learning theories, such as constructivism and sociocultural theory. Teachers, thus, need to be sensitive to their own beliefs in terms of learning theories to choose textbooks in a theoretically principled way. This study aims at demonstrating how a Hong Kong high school language-driven content-based language teaching (CBLT) textbook can be analysed in terms of sociocultural theory. The study is guided by the following research question: What are the principles from sociocultural theory which echo the overall design of a Hong Kong CBLT textbook? CBLT is increasingly popular worldwide, especially in Southeast Asia; yet, there are few CBLT textbooks for the English subject in the Asian market. A required textbook of a Hong Kong high school was closely analyzed, with thematic analysis used for analysis. The results of this study show that this textbook exhibits many features of sociocultural theory, such as use of cognitive tools to help promote high-order thinking and use of collaborative talk and then private talk to promote internalization.

Curriculum design from theory to practice: preparing Japanese students to study abroad using content‐based language teaching

This paper documents the design, implementation and evaluation of a content‐based language teaching (CBLT) curriculum for an English for Academic Purposes (EAP) programme at a Japanese university. The aim of the programme is to prepare students for study abroad in Anglophone universities in a two‐year time frame. This curriculum redesign project integrated second language learning theory with backward design curriculum development theory in an institutional setting where administration mandates and changing student and faculty populations impacted the process. The curriculum team conducted a needs analysis with multiple data sources, implemented the curriculum, and then, conducted an evaluation utilising various sources. The needs analysis revealed several surprises, countering faculty and curriculum designers’ intuition. Likewise, conflicting student and faculty feedback in the evaluation of the curriculum posed difficulties for drawing conclusions about the curriculum’s effectiveness. The university context, with its emphasis on academic freedom and research, requires adjusting theoretically based processes used in compulsory education levels, such as adopting an adaptable approach to curriculum design. As more universities require faculty to write and revise curricula, the authors call for more tertiary‐level curriculum design case studies that illustrate successes or shortcomings for curriculum design theory in the face of real‐world challenges.

Applying Effective Teaching Strategies in Dual Language Immersion Portuguese Classrooms

Due to the relevance of the discussions on the use of counterbalance for content-based and form-focused second language instruction, the purpose of this study is to present some pedagogical strategies to teach and reinforce the correct use of articles, gender and number of nouns in Portuguese when teaching Language and Arts (first grade) and Science (sixth grade) in the Dual Language Immersion (DLI) program in Utah. By using the learning targets concept from Moss and Brookhart (2012), students are guided to keep in mind the most critical learning outcomes for the proposed subject regarding content and language aspects. Studies from Lyster and Tedick (2014) show that there must be a counterbalance of implicit and explicit teaching of the language structure once students in immersion programs are in a school environment and not genuinely immersed in the language and culture as if they were living in the country of the target language. After applying strategies based on these authors, positive results are evident in students' speaking and writing skills.

Interdisciplinary Terminology Framework for Teaching and Research in Learning Factories

New technologies and ever-shifting demands on educational institutions call for innovative and interdisciplinary methods of language and content instruction. The aim of the paper is to present an interdisciplinary terminology framework and its practical implementation for teaching and research in the learning factory Smart Production Lab at the Institute of Industrial Management of FH Joanneum. In developing the proposed framework, the methodology was in alignment with content-based language instruction approaches, that have become good-practice in technical faculties around the world. In the first phase, posters and labels of technical content (components, processes, properties) were translated from German into English and used as a basis for assignments, role-play exercises and exam questions in both subjects. However, as this material was essentially analogue and not readily available, the institute needed a more extensive resource for both students and lecturers to draw upon for teaching purposes, projects, publications and student assignments. In the ensuing period, a Smart Production Lab has successfully entered operation, and hence, as an adjunct, a database of technical terminology, complete with pictures was collated by students as part of an internal research project. The goal was to make learning specialised English terminology in production technology and engineering more accessible for students, whilst also incorporating a new subject matter (i.e. Automation, 3D-printing) that is relevant to the work being conducted in the lab. The compiled data was transferred to a MySQL database, comprising over 1,000 entries. The database has a web-interface hosted on a free server, so that it can be accessed easily and also externally by students, researchers and teaching staff. The tool has the potential to grow into a large knowledge database over the coming

The Comparative Effect of Content-based Language Teaching and Task-based Language Teaching on Iranian Pre-intermediate EFL Learners’ Reading Skill

This study aimed to explore the effectiveness of TBLT and CBLT on Iranian Pre-intermediate EFL learners’ reading skill. Forty pre-intermediate EFL learners were pretested and then homogenized and then divided to 2 classes, namely TBLT group and CBLT group. The CBLT group received reading instruction based on CBLT, while the RBLT group received reading instruction based on TBLT. After the treatment, both groups received a posttest. After analyzing the data through using paired and independent samples t-tests, it was shown that both groups (i.e., TBLT & CBLT) progressed considerably with regard to their reading skill from the pretest to the posttest, with the task-based language teaching group outperformed the content-based language teaching group in the posttest. It can be deduced that both task-based language teaching and content-based language teaching methods are effectual in reading comprehension instruction to Iranian Pre-intermediate EFL learners, with TBLT method being more effective.

Content-Based Foreign Language Teaching : Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills.

Content-Based Foreign Language Teaching : Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills.

Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity

AbstractAlthough differentiating between fluency, accuracy and complexity, while assessing L2 task performance, is becoming a standard practice, lexical complexity as a distinctive area has received less attention in the task-based language teaching (TBLT) literature. This study re-examines previous frameworks of lexical complexity and investigates three lexical dimensions,lexical diversity, lexical sophisticationandlexical density, using a structured 2 × 2 × 2 split-plot experimental design. The participants were divided into a non-planning group and a planning group and each group was further dichotomised into two proficiency levels. Each participant was assigned one familiar and one unfamiliar oral narrative task. The results show that one’s prior knowledge about a subject is associated with higher lexical diversity and sophistication, while pre-task planning promotes lexical density. The effects of proficiency seem to be largely overridden by the effects of prior knowledge and pre-task planning and show little impact on overall lexical performance. Interestingly, lexical diversity and lexical sophistication are independent of each other, and lexical density is moderately correlated with both lexical diversity and lexical sophistication. The results are discussed with reference to the Levelt model of speech production with some pedagogical implications on content-based language instruction. The exploration of the relationships between the lexical measures reveals a need for deeper and subtler characterisation of L2 lexical complexity.

The Effectiveness of Content-Based Language Teaching and Task-Based Language Teaching in Teaching Reading to Learners of Military English

This study explored the effectiveness of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on the reading ability of military English learners. 120 sophomore learners of military English were pretested and then homogenized and evenly assigned to four classes, with two belonging to the control group and the other two the experimental group. The control group received reading instruction based on CBLT, while the experimental group received reading instruction based on TBLT, both two sessions a week for 10 weeks. After the intervention, they were posttested. Then, their pretest scores and posttest scores were analyzed on SPSS 19.0 using paired samples t-test and independent samples t-test. A follow-up interview was also carried out to collect students’ feedback on the teaching method used. The results show that both the TBLT group and the CBLT group improved significantly regarding their reading ability from the pretest to the posttest, with the TBLT group outperformed the CBLT group in the posttest. It can be concluded that both TBLT and CBLT methods are effective in teaching reading comprehension to learners of military English, with TBLT method being more effective. A follow-up interview was carried out to explore the underlying reasons and some pedagogical implications are listed accordingly.