Content-Based Instruction and World Heritage Sites

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Wes Lang, Kwansei Gakuin University


Content-Based Instruction (CBI) in university teaching contexts has been an ongoing area of interest for English instructors in Japan. This study, based on open-ended qualitative data from 75 higher proficiency learners at a private university in Japan, explored the relationship of a CBI course centered around world heritage sites and self-reported gains in skills, confidence, and feelings towards the content. The study found positive learner gains for communication skills, increased confidence in giving opinions, and a greater interest in wanting to visit and study more about world heritage sites. However, it is difficult to determine if the content itself was responsible for the gains, or whether the collaborative structure of the course influenced the findings.