Effects of content-based second language instruction, in comparison with traditional second language instruction, on Taiwan vocational college students' motivation and English reading comprehension.

摘要

This study aimed to compare the effects of a content-based second language instructional model and the traditional grammar-translation method on Taiwanese vocational college English learners' motivation dynamics and English reading comprehension performance.;The 196 participants came from one vocational college located in northern Taiwan. Of these 96 were Business Administration majors, and the other 100 students majored in International Business. These subjects comprised four freshman English classes and were divided into the experimental and control groups by the researcher. Two English instructors cooperated in this study by practicing content-based second language instruction in the experimental groups and the traditional grammar-translation method in the control groups.;This study of quasi-experimental design analyzed students' pretest and posttest motivation dynamics and TOEIC pre-and-post test scores to determine the effects of the content-based instructional (CBI) model and find significant predictors accounting for subjects' motivation dynamics and reading comprehension performance. The results verified effects showing content-based second language instruction's ability to increase students' English learning motivation as well as their reading comprehension performance. However, subjects' significant increase in motivation failed to predict their performance on TOEIC.;The findings suggested that, compared to the traditional grammar-translation method, the content-based second language instructional model effectively enhanced EFL learners' motivation resulting from English learners' work experience. Therefore, for a successful content-based second language curriculum for vocational college population, making a connection between students' career and English learning becomes a crucial factor for virtual English classrooms or future study. The CBI model also effectively improved Taiwanese male students' performance, suggesting that future study and English educators should consider cultural issues in CBI language classrooms to reduce gender difference. Also recommended is systematical curriculum reform and teacher training to reduce English learners' and instructors' resistance to this instructional model.