First Time in CBI

Abstract

This study aimed at sharing experience and insights concerning how to implement Content-Based Instruction (CBI) courses for college-level English as a Foreign Language (EFL) learners, in particular with graduate school students who did not have any experience with a CBI course before. Through examining what and how the first time CBI course takers perceived of the CBI course and evaluated their learning as a case study of action research employing the framework of formative assessment (FA), the study showed that, regardless of L2 proficiency level, the graduate school learners acknowledged the experience with the CBI course through which they could be confident enough to challenge themselves to acquire necessary language and academic skills. The study suggested that comprehension-first approach, clear sense of purpose of learning, induced participation supported by the expected sequence of the lesson flow, required motivation, and encouraging atmosphere of the classroom environment fostered by personal rapport with the instructor may be vital to successful implementation of CBI courses. It also discussed the role of L1 use: In what way it can benefit those who have to deal with the grade-appropriate level L2 language input even before reaching an advanced level of proficiency in the L2.