Author :
Abstract
In content-based approaches the interaction of the subject matter and language give ways to better learning environment and the main focus of teaching is more on content topics than grammar rules, vocabulary teaching, or contextual situations. This study aimed to determine whether students’ content responsibility in CBI would enhance their active participation in English lessons or not. The participants of the current study were 40 advanced level senior male students 20 of who were involved in the control group in one class, and the other 20 were involved in the experimental group. The experimental group carried out presentations related to the topics in the course book through which the students demonstrated their content responsibility. However, control group students were not assigned any content responsibilities. As a result of the study it was found through the current study that when the classroom teachers assigned the students content responsibility in CBI, active participation of the class would increase. The research also demonstrated that language teachers might have insufficient knowledge for the content part of the CBI program, but through students’ content responsibility, while promoting active participation of the class, language teachers can alleviate their inhibitions as for “content” part of CBI.
Keywords
Abstract
In content-based approaches the interaction of the subject matter and language give ways to better learning environment and the main focus of teaching is more on content topics than grammar rules, vocabulary teaching, or contextual situations. This study aimed to determine whether students’ content responsibility in CBI would enhance their active participation in English lessons or not. The participants of the current study were 40 advanced level senior male students 20 of who were involved in the control group in one class, and the other 20 were involved in the experimental group. The experimental group carried out presentations related to the topics in the course book through which the students demonstrated their content responsibility. However, control group students were not assigned any content responsibilities. As a result of the study it was found through the current study that when the classroom teachers assigned the students content responsibility in CBI, active participation of the class would increase. The research also demonstrated that language teachers might have insufficient knowledge for the content part of the CBI program, but through students’ content responsibility, while promoting active participation of the class, language teachers can alleviate their inhibitions as for “content” part of CBI.
Keywords
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- This questionnaire was adapted from the one created by Almanzor, Daguman, and Nicole (2009). The researchers