Effectiveness of integrating content and language instruction in an EFL context

Integrating content and language instruction has recently become popular in many countries. This approach has gained momentum following the inadequacies observed in comprehension-based classrooms, indicating that the learners were unable to develop native-like proficiency and control over L2 product...

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Main Authors:	Abadikhah, Shirin, Ahangar, Zohreh
Format:	Article
Language:	English
Published:	Penerbit UKM 2015
Online Access:	http://journalarticle.ukm.my/8258/ http://journalarticle.ukm.my/8258/ http://journalarticle.ukm.my/8258/1/4409-22052-1-PB.pdf

id	ukm-8258
recordtype	eprints
spelling	ukm-82582016-12-14T06:46:42Z http://journalarticle.ukm.my/8258/ Effectiveness of integrating content and language instruction in an EFL context Abadikhah, Shirin Ahangar, Zohreh Integrating content and language instruction has recently become popular in many countries. This approach has gained momentum following the inadequacies observed in comprehension-based classrooms, indicating that the learners were unable to develop native-like proficiency and control over L2 production (Swain, 2001). The present study is an attempt to examine how integrating content and language instruction may affect the accuracy of L2 production in an EFL context. Two groups of learners (n= 36; experimental and control) attended twenty sessions in a semester. In order to examine the participants‟ progress over the term, an achievement test targeting content and linguistic knowledge was administered to both groups during the pretest and posttest sessions. For integration of language into content, the experimental group worked in pairs to complete four focus-on-form tasks (dictogloss) developed on the basis of the content presented to them during the previous sessions. To examine the amount of noticing and progress in the accuracy, their conversations were tape-recorded and transcribed. While performing each task, the learners were asked to write their reconstructed texts in their handouts. The results obtained from the pretest and posttest indicated that the experimental group significantly outperformed the control group in their final scores. It was also revealed that the amount of noticing increased in the experimental group from the first to the fourth task. Furthermore, there was a rising trend in the accuracy of production. The findings lend support to the efficiency of integrating content and language instruction in the Iranian EFL context. Penerbit UKM 2015-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/8258/1/4409-22052-1-PB.pdf Abadikhah, Shirin and Ahangar, Zohreh (2015) Effectiveness of integrating content and language instruction in an EFL context. GEMA: Online Journal of Language Studies, 15 (1). pp. 39-55. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Integrating content and language instruction has recently become popular in many countries. This approach has gained momentum following the inadequacies observed in comprehension-based classrooms, indicating that the learners were unable to develop native-like proficiency and control over L2 production (Swain, 2001). The present study is an attempt to examine how integrating content and language instruction may affect the accuracy of L2 production in an EFL context. Two groups of learners (n= 36; experimental and control) attended twenty sessions in a semester. In order to examine the participants‟ progress over the term, an achievement test targeting content and linguistic knowledge was administered to both groups during the pretest and posttest sessions. For integration of language into content, the experimental group worked in pairs to complete four focus-on-form tasks (dictogloss) developed on the basis of the content presented to them during the previous sessions. To examine the amount of noticing and progress in the accuracy, their conversations were tape-recorded and transcribed. While performing each task, the learners were asked to write their reconstructed texts in their handouts. The results obtained from the pretest and posttest indicated that the experimental group significantly outperformed the control group in their final scores. It was also revealed that the amount of noticing increased in the experimental group from the first to the fourth task. Furthermore, there was a rising trend in the accuracy of production. The findings lend support to the efficiency of integrating content and language instruction in the Iranian EFL context.
format	Article
author	Abadikhah, Shirin Ahangar, Zohreh
spellingShingle	Abadikhah, Shirin Ahangar, Zohreh Effectiveness of integrating content and language instruction in an EFL context
author_facet	Abadikhah, Shirin Ahangar, Zohreh
author_sort	Abadikhah, Shirin
title	Effectiveness of integrating content and language instruction in an EFL context
title_short	Effectiveness of integrating content and language instruction in an EFL context
title_full	Effectiveness of integrating content and language instruction in an EFL context
title_fullStr	Effectiveness of integrating content and language instruction in an EFL context
title_full_unstemmed	Effectiveness of integrating content and language instruction in an EFL context
title_sort	effectiveness of integrating content and language instruction in an efl context
publisher	Penerbit UKM
publishDate	2015
url	http://journalarticle.ukm.my/8258/ http://journalarticle.ukm.my/8258/ http://journalarticle.ukm.my/8258/1/4409-22052-1-PB.pdf
first_indexed	2023-09-18T19:51:56Z
last_indexed	2023-09-18T19:51:56Z
_version_	1777406277442338816

Effectiveness of integrating content and language instruction in an EFL context

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