The Impact of Content-based Instruction on Students’ Achievement in ESP Courses and Their Language Learning Orientation

Amiri, Mostafa; Fatemi, Azar Hosseini

doi:10.4304/tpls.4.10.2157-2167

Cited by 15 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar result is also found by Amiri and Fatemi (2014) where they found that CBI significantly increases the students' achievement compared to grammar translation method (GTM). Their findings also echoed several experts findings in which they agreed that content based instruction have some benefits like fostering academic growth while at the same time develop language proficiency and that the learners achieve more when emphasis is more on the meaningful and relevant content than the form of language being taugt (Crandal, 1993;Short, 1997;Snow, 1998;Stroller, 2004;Curtain 1995;Met, 1991, as cited in Amiri and Fatemi, 20145).…”

Section: Discussionsupporting

confidence: 80%

“…This study is a classroom action research (CAR) as it serves the purpose of the study to accelerate the mastery of non-English lecturers' mastery in English. Bogdan & Biklen (1992, as cited in Khasinah, 2013) explain that action research is a systematic collection of information The data in this study are collected using pre-test and post-test with The Nelson Test of Achievement Form 050 C as its instrument adapted from Amiri and Fatemi (2014). This test was developed by Fowler and Coe back in 1976 and has been widely used to test general proficiency in English.…”

Section: Methodsmentioning

confidence: 99%

“…There are various definitions of CBI has many definitions proposed by various scholars such as: Brinton, Snow, andWesche (2003 as cited in Ameri andFatemi, 2014) who defined it as a way of teaching that merge language teaching objectives with certain content. This definition is also resounded in Leaver and Stryker (1989 as cited in Amiri and Fatemi, 2014) who write that CBI is an instructional approach where language competencies are achieved through changing the focus of learning the language to learning the topic. It focuses on the usage of the language rather than the talking about the language (Saeidi and Farshchi, 2015).…”

Section: A Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Accelerate Non-English Lecturers’ Mastery of English Through Content-Based Instruction

Dilo¹

2019

ETERNAL

View full text Add to dashboard Cite

The articles aims of discussing about using content based approach in accelerating non-English lecturers’ mastery of English. Out of three main types of Content-Based Instruction, this study uses the theme-based language instruction to accelerate the non-English lecturers’ mastery of English. Therefore, the question was asked; can the content based approach accelerate the non-English lecturers’ mastery of English. This study was an action research study, where pre-test and posttest were administered to obtain the data, in addition to observation and literature study. The study is conducted in two cycles; each cycle consists of 5 meetings. The indicator of the study is that the study is completed when 75% of the lecturers were able to reach at least 75 points in the test. The pretest reveals that the average lecturers’ score is 63.50 and following the treatment using this approach at the end of the second cycle, the average lecturers’ mastery is 80.2%. Therefore, it is concluded that content-based instruction can accelerate the non-English lecturers’ mastery of English.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Methodsmentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Accelerate Non-English Lecturers’ Mastery of English Through Content-Based Instruction

Dilo¹

2019

ETERNAL

View full text Add to dashboard Cite

show abstract

“…It was proven through the value of mean difference of the experiment class I to the other classes. CBI has the highest scores and shows positive results which means that CBI as method in teaching writing skills performed better than the other [8] [9].…”

Section: Discussionmentioning

confidence: 97%

The Effectiveness of Content-based Instruction and Task-based Instruction in Teaching Writing

Lestari¹,

Margana²

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

View full text Add to dashboard Cite

This research aims to investigate (1) whether the use of Content-Based Instruction is more effective than the use of Task-Based Instruction in the teaching of writing skills, (2) whether the use of Content-Based Instruction (CBI) is more effective than the use of conventional method in the teaching of writing skills, (3) whether the use of Task-Based Instruction (TBI) is more effective than the use of conventional method in the teaching of writing skills, and (4) the most effective method among Content-Based Instruction, Task-Based Instruction and conventional method in the teaching of writing skills. This research was Quasi Pretest-Posttest Control Group Design, which use a quantitative method and belonged to an experimental research. The population of the research was all of students in the tenth-grade students of SMK Muhammadiyah Bungoro and used three classes as the sample of research (one control class and two experiment classes). The researcher used cluster random sampling to determine the experiment and control classes. The variables of research consist of two independent variables; they were CBI and TBI, and dependent variable was the students' writing skills. The researcher used a writing test as the research instrument and assigned the students to write a descriptive text to collect the data. In addition, this research used a content validity and did expert judgment to validate the instrument. The researcher also employed inter-rater reliability to measure the reliability of the instrument. To examine the data, the researcher used SPSS v16 then drawn descriptive and inferential analysis as the result of the research. The research findings showed that all of hypotheses were accepted.

show abstract

“…Ample studies based on content-based instruction have demonstrated positive results (Stoller, 2002;Song, 2006;Corrales & Maloof, 2009;Amiri & Fatemi, 2014). However, empirical data need to be gathered to determine the effectiveness of content-based programs in different situations (Brinton, Snow, & Wesche, 2003).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Effects of Content-Based Instruction on English Language Performance of Thai Undergraduate Students in a Non-English Program

Vanichvasin¹

2019

ELT

View full text Add to dashboard Cite

The research purposes were to: 1) develop lesson plans for content-based instruction; 2) evaluate the students’ perceptions of the effectiveness of content-based instruction; and 3) investigate the effects of content-based instruction on English language performance of Thai undergraduate students in a non-English program. The sample group was 19 Thai undergraduate students. The research instruments were: 1) lesson plans for content-based instruction; 2) an evaluation form of lesson plans; 3) an effectiveness questionnaire on content-based instruction; and 4) English language performance tests. Data were analysed the mean, standard deviation, content analysis and a t-test. The research results were: 1) the lesson plans were developed and evaluated by experts as applicable for use at a high level and pilot-tested with 14 non-targeted Thai undergraduate students with the perceived effectiveness at a high level; 2) the 19 targeted Thai undergraduate students perceived the content-based instruction as an effective methodology and essential aid in generating opportunities to use English at a high level. They thought that it was fun and helped them practice, have a better attitude and gain more courage to express themselves in English; and 3) the post-course English language performance were significantly (P < 0.05) higher than the pre-course English language performance. In conclusion, content-based instruction produced positive results and could be used as an effective methodology and essential aid in generating opportunities to use English, which resulted in increased English language performance.

show abstract

The Impact of Content-based Instruction on Students’ Achievement in ESP Courses and Their Language Learning Orientation

Cited by 15 publications

References 12 publications

Accelerate Non-English Lecturers’ Mastery of English Through Content-Based Instruction

Accelerate Non-English Lecturers’ Mastery of English Through Content-Based Instruction

The Effectiveness of Content-based Instruction and Task-based Instruction in Teaching Writing

Effects of Content-Based Instruction on English Language Performance of Thai Undergraduate Students in a Non-English Program

Contact Info

Product

Resources

About