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CBI and TBI: Challenging and Rewarding EFL College Learners

Authors
Kang, AeJin
Issue Date
Dec-2007
Publisher
한국응용언어학회
Keywords
Content-Based Instruction (CBI); Task-Based Instruction (TBI); Communicative Language Teaching (CLT); EFL college learners; Content-Based Instruction (CBI); Task-Based Instruction (TBI); Communicative Language Teaching (CLT); EFL college learners
Citation
응용언어학, v.23, no.2, pp.27 - 57
Journal Title
응용언어학
Volume
23
Number
2
Start Page
27
End Page
57
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/8104
ISSN
1225-3871
Abstract
This study investigated how Content-Based Instruction (CBI) and Task-Based Instruction (TBI), two major realizations of Communicative Language Teaching (CLT) approach, contributed to improving English as a foreign language (EFL) college learners‘ language proficiency. The research findings based on the analyses of data collected from a questionnaire, proficiency tests of speaking and writing abilities, and official students’ evaluation on the courses recruited as CBI and TBI courses revealed that CBI seemed stronger at motivating the leaners to participate in the class which led to a higher satisfaction with the course and self-perceived improvement of linguistic skills. On the other hand, TBI was observed more effective in improving language skills. The study made suggestions concerning how to compensate weaker points of each type of instruction to assist the EFL college learners to attain L2 proficiency which should reflect their educational experience and cognitive maturity.
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Kang, Ae Jin
영어영문학부(대학) (영어영문학부)
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