CBI and TBI: Challenging and Rewarding EFL College Learners

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.