Analyzing the effectiveness of content-based instruction in english classrooms

Abstract

Content-Based Instruction (CBI) is one of the most popular communicative approaches in English language teaching nowadays. However, the analysis of its effectiveness in English classrooms has not received the adequate attention of researchers. Thus, the present research synthesis aims to review the efficacy of CBI in the improvement of the English language proficiency of students. It was an exploratory bibliographical research. Fifteen empirical studies were selected to be analyzed. It was fundamental that these have demonstrated positive effects on language abilities and students’ perceptions towards CBI. The results indicated that there are specific factors that improve the different skills. Some of those are well-known characteristics of the approach; however, others have been just slightly mentioned by CBI researchers. Similarly, the findings also corroborated the reputation of the approach as intrinsic motivating in English classrooms. Further research studies were recommended based on the issues that were diagnosed in the analysis.