How to Promote Comprehension and Participation in CBI Courses: The SIOP Model
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Abstract
This study investigated the possibilities of the Sheltered Instruction Observation Protocol (SIOP) model in promoting effective Content-Based Instruction (CBI) courses for English as a foreign language (EFL) college learners. Having examined CBI instructors’ way of teaching and students’ response to it through the analyses of data collected from observation, proficiency tests, the students’ answers to a survey form and a questionnaire, the study produced research findings suggesting that the SIOP guided CBI instructors could be more sensitive to the structures of lessons and address the linguistic challenge the students might face in a CBI course while making deliberate efforts to increase the level of teacher-student interaction and student-student interaction. The study showed the potentials of the SIOP not only as an observation and rating tool but also as guiding principles with which CBI instructors are able to develop, evaluate and refine their way of instruction and thereby contribute to promoting the students’ comprehension and participation. It also suggested that follow-up studies need to be conducted to provide a more comprehensive picture of the effectiveness of the SIOP model for college-level CBI courses.
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