Year: 2010
Type: article
Abstract: Reading has always been regarded as an essential skill in foreign language learning, especially for college students. According to previous studies, relative effectiveness is found between the use of Content-Based Language Instruction (CBLI) and reading comprehension. CBLI has been found effectively in developing students’ reading comprehension through the topics chosen grounded academic discipline-based and the systematic use of content-based instructional strategies. However, CBLI has been a controversial issue because teachers lack specific linguistic knowledge and skills to help students deliver a language focus on reading. Since the utilization of CBLI is a controversial issue, the purpose of this study attempted to investigate the effect of CBLI on EFL (English as a Foreign Language) students’ reading comprehension through the design and implementation of a content-based literature curriculum. Subjects in this study were 101 sophomores majoring in English at I-Shou University in southern Taiwan. T-test, ANOVA, and semi-structured interview techniques were used to examine students’ attitudes and effect of CBLI on reading performance. Results indicate that the utilization of content-based language instruction in the literature class could enhance students’ reading comprehension as well as critical thinking ability. Interview results further support the experimental findings, providing in-depth information about the conditions of CBLI use. Based on the research results of this study, pedagogical implications and suggestions for future study are discussed.
Source: Asian Social Science
DOI: 10.5539/ass.v6n3p77
Authors: Ya-Ling Tsai, Hui-Fang Shang
Institution: I-Shou University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2019364467