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

Abstract

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.

Language learning and technology: A conceptual analysis of the role assigned to technology

“…The goals of instruction, the method of instruction chosen, and the capabilities of the technology available all influence how technology is incorporated into EFL instruction. In the study conducted by Sariani et al (2022), for instance, WhatsApp was favored in Content-Based Instruction to increase students' writing skills. In the study, WhatsApp chat was utilized to provide immediate and effective contact between researchers and participants.…”