ABSTRACT
This chapter describes how the instructor with no experience with content-based instruction implemented the reading to learn approach in her EFL courses. The implementation occurred within the department-wide curriculum that aims to develop students’ “Academic English” skills for delivering effective presentations. Three topics from the predetermined language textbook were selected as having a common content theme: comparison of culturally different approaches to social issues. In the text-meaning building phase, students watched a DVD model presentation and summarized their understanding of the content. In the personal-meaning construction phase, students aimed to analyze the information by bringing in their personal experiences and prior knowledge in a group discussion. In the knowledge refinement phase, their newly structured knowledge on the topic was conveyed to the class in a presentation, where they focused closely on the assessment rubric. During the course of the semester, students gradually learned how to construct knowledge and the group discussion became lively with substantial worksheets being produced. The post-instruction assessment revealed a significant improvement in five categories of the rubric, especially showing large effect sizes in organization, analysis, and reflection. The impact of the framework on the role of the instructor and feedback from the students are also discussed in this chapter.
