Effects of content-based instruction (CBI) on EFL secondary school learners’ writing
Linguistic and functional aspects
To investigate the impact of meaning-focused content-based instruction (CBI) and language-focused non-CBI, both dealing with compare/contrast language, this study compared Japanese secondary school students’ compare/contrast writing on two topics (i.e., a power generation topic aligned to the CBI and a new topic) in pre-and post-tests. Their writing was analyzed in terms of complexity, accuracy, fluency, and functional adequacy. The results show that the CBI group improved both linguistic and functional aspects of the power generation topic, as well as two functional aspects of the new topic. In contrast, the non-CBI group showed two linguistic changes in the power generation topic, and three linguistic and two functional changes in the general topic writing. Therefore, CBI may not only serve to improve linguistic and functional aspects on the same topic writing but also might draw writers’ attention to functional aspects in a new topic.
Keywords: content-based instruction, TBLT, writing, EFL, content and language integrated learning
Published online: 22 February 2021
Abrams, Z., & Byrd, D. R.
Abrams, Z. I.
Alfonso Pena, C., & Pladevall-Ballester, E.
Brinton, D. M., & Snow, M. A.
Bui, H. Y. G.
Bulté, B., & Housen, A.
Coyle, D., Hood, P., & Marsh, D.
Dalton-Puffer, C., & Smit, U.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
Ellis, R., & Shintani, N.
Ellis, R., & Yuan, F.
Evans, N. W., Hartshorn, K. J., Cox, T. L., & Martin de Jel, T.
Fitzsimmons-Doolan, S., Grabe, W., & Stoller, F. L.
Foster, P., & Wigglesworth, G.
García Mayo, M. del P.
Gené-Gil, M., Juan-Garau, M., & Salazar-Noguera, J.
(2008) Content-based instruction (CBI) no riron to jissen – nihon no daigaku ni okeru eigo risuningu sidou wo chushin ni- [Theory and practice of content-based instruction (CBI) – Listening instruction in a Japanese university class]. In K. Murata & T. Harada (Eds.), Communication nouryoku ikusei saikou – Henry Widdowson to Nihon no ouyougengogaku gengokyouiku (pp. 151–180). Hitsujishobou.
(2013) Does CLIL work for Japanese secondary school students? International CLIL Research Journal, 2(1), 31–43. http://www.icrj.eu/21/article3.html
Koo, T. K., & Li, M. Y.
Kuiken, F., & Vedder, I.
Lahuerta Martínez, A. C.
Llinares, A., & Dalton-Puffer, C.
McCarthy, P. M., & Jarvis, S.
McNamara, D. S., Louwerse, M. M., McCarthy, P. M., & Graesser, A. C.
Mizumoto, A., & Takeuchi, O.
(2010) Koukaryou to kentei-ryoku bunseki nyuumon: Toukei-teki kentei wo tadashiku tsukau tameni (Introduction to effect size and power analysis: To use statistical tests appropriately). Bulletin of Methodology SIG, Kansai Chapter of LET, 47–73. http://www.mizumot.com/method/mizumoto-takeuchi.pdf
Norris, J. M., & Ortega, L.
Ong, J., & Zhang, L. J.
Pérez-Vidal, C., & Roquet, H.
Révész, A., Kourtali, N. E., & Mazgutova, D.
Roediger, I., & Guynn, M.
Roquet, H., & Pérez-Vidal, C.
Snow, M. A.
Stoller, F. L.
Vandommele, G., Van den Branden, K., Van Gorp, K., & De Maeyer, S.
(2013) Utilizing the CLIL approach in a Japanese primary school: A comparative study of CLIL and EFL lessons. The Asian EFL Journal. 15(4). 160–183. http://www.asian-efl-journal.com/