CBI and TBI: Challenging and Rewarding EFL College Learners

Kang, AeJin 한국응용언어학회 2007 응용 언어학 Vol.23 No.2

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.

Pronunciation: Conformity or Intelligibility?

AeJin Kang 한국외국어교육학회 2004 Foreign languages education Vol.11 No.3

This study attempted to look into the second language (L2) learners' attitude toward and perception of their L2 pronunciation, and make suggestions for L2 pronunciation teaching within English as an international language (EIL) perspective which is theoretically supported by the variationist approach and multi-competence model of the sociocultural framework. Based on the qualitative analysis of what English as a second language (ESL) learners had discussed through individual interviews, the study showed how they perceived the importance of pronunciation, as well as revealed what kind of difficulties and obstacles they had faced in improving their pronunciation skills. It also indicated the types of efforts and strategies that the learners employed to improve pronunciation skills. The research findings made known the factors driving L2 learners to commit themselves to refining their pronunciation skills. Having considered the unique status of EIL as well as respected the identity of EIL speaker as multi-competent language user, the study made suggestions as to what should be taken care of for L2 pronunciation teaching.

EFL College Learners’ Expectation on and Experience in Online English-Medium Instruction

AeJin Kang 한국영어교육학회 2021 ENGLISH TEACHING(영어교육) Vol.76 No.4

This study investigated EFL college-level learners’ expectation on and their experience in an online English-medium instruction (EMI) course focusing on how participants interacted with their classmates and the instructor in their online class (zoom session) based on assumptions and rationales of Interaction Hypothesis and classroom interaction research. Analyses of questionnaire, observation, and interview data revealed that participants’ experience of interaction and their perception of interaction opportunities in the zoom session were significantly related to how they would evaluate the course-taking experience. It was also found that cognitive strategy such as participants’ preparation for each class rather than L2 confidence was more relevant to their level of satisfaction with the course. Results of analyses suggested that an online class could be more effective than a face-to-face class in terms of engaging EFL adult learners in an academic course offered in participants’ L2, English. Based on study results, suggestions on how to increase interaction opportunities in online EMI course are made.

What Makes Task Involvement Critical Enough in TBI Instruction

AeJin Kang(강애진) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.2

  This study investigated how task involvement should be practiced to fulfill the theoretical assumptions of Task-Based Instruction (TBI). As the task involvement is to be understood as an indispensable component of TBI, how a high degree of task involvement can be secured and exerted in a most effective way was examined. Having analyzed the data obtained from questionnaire, interviews, reflection papers and proficiency tests, the study indicated that customized and timely feedback and comments on the learners’ performances as well as learners’ sense of responsibility were critical if the task involvement leads to desirable learning outcomes. The study also showed that consciousness-raising (CR) task originated from an authentic task was effective enough to help learners acquire linguistic knowledge in a contextual situation. It made suggestions for how to promote task involvement to better implement TBI, through which the learners can improve language proficiency fully taking advantage of their educational and cognitive experiences.

EFL College Learners’ Attitude toward Flipped Classroom Approach

AeJin Kang 한국외국어교육학회 2018 Foreign languages education Vol.25 No.2

This study was an attempt to explore how EFL college-level learners perceive flipped learning or flipped classroom approach which would be practiced with Content-Based Instruction (CBI) courses. As an effort to find a way for the CBI learners to be served more effectively in terms of earning content-knowledge and improving L2-using skills, the new approach of flipped learning has been tapped into first of all by looking into their expectations and concerns that they might have if the new approach would be employed in their CBI classroom. The analysis of the data provided by the 159 participants revealed that they did not show clear preference or strong negative attitude toward the new approach. While the young college-level learners appeared technology-savvy, they did not seem confident enough in the new approach mainly due to the on-line component of the flipped classroom approach, which would require more responsibility of their learning. The study also made suggestions on what should be considered if the new approach can be successfully implemented and help the learners earn better learning experience.

How to Promote Comprehension and Participation in CBI Courses: The SIOP Model

Kang, AeJin 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.4

This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instructors’ way of teaching and students’ response to it through the analyses of data collected from observation, proficiency tests, the students’ answers to a survey form and a questionnaire, the study produced research findings suggesting that the SIOP guided CBI instructors could be more sensitive to the structures of lessons and address the linguistic challenge the students might face in a CBI course while making deliberate efforts to increase the level of teacher-student interaction and student-student interaction. The study showed the potentials of the SIOP not only as an observation and rating tool but also as guiding principles with which CBI instructors are able to develop, evaluate and refine their way of instruction and thereby contribute to promoting the students’ comprehension and participation. It also suggested that follow-up studies need to be conducted to provide a more comprehensive picture of the effectiveness of the SIOP model for college-level CBI courses.

An MP Interpretation of EFL Learners' Linguistic Behaviour

AeJin Kang(강애진) 한국영어학회 2004 영어학 Vol.4 No.1

The Extent of EFL Adult Learners Access to UG

AeJin Kang(강애진) 한국영어학회 2002 영어학 Vol.2 No.3

How to Better Serve EFL College Learners in CBI Courses

Kang, AeJin 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.3

CBI and TBI

AeJin Kang 한국응용언어학회 2007 응용 언어학 Vol.23 No.2

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.