Year: 2025
Type: article
Abstract: This literature review explores the effectiveness of Content-Based Instruction (CBI) in enhancing the reading skills of learners across various educational contexts. Drawing on a thematic analysis of peer-reviewed studies published between 2010 and 2024, the review identifies how CBI supports language development by integrating meaningful content with language instruction. Key themes that emerged include improved reading comprehension and vocabulary acquisition, increased learner engagement, and the importance of scaffolding and teacher preparedness. While numerous studies affirm the benefits of CBI, challenges such as limited teacher training and resource availability hinder its widespread implementation. The review concludes that CBI is a promising approach to reading instruction when supported by appropriate teacher development, curriculum planning, and institutional backing. Recommendations are offered to strengthen future instructional practices and research on CBI in reading education.
Author: NELLE ANNE BRUZOLA MONTES
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410904648