Research into the Feasibility of Implementing CBI in Vocational and Technical Colleges in Chinese Context

Abstract

In order to explore the feasibility of applying Content-based Instruction (CBI) method in vocational and technical colleges in China, with 4 research questions this study employed a combination of qualitative and quantitative research methods whose instruments included questionnaire survey and interview. The samples of this study were 205 sophomores from 3 different majors, all of whom registered to take “Building and Construction Engineering English” (BCEE) CBI courses. The results demonstrated that the majority of population benefited from CBI for their learning motivation and interest were greatly increased owing to organic integration of English language learning and major-related subject matters. Furthermore, these subjects became more inclined to be cultivated as “double-qualified” talents who can use English as a communicative tool to solve problems in their lives. This study proves that it is feasible to incorporate English language acquisition into subject content learning through CBI, which could be one of the most effective means of Chinese college English reform and thus be duplicated in other EFL countries where CBI is conducive to fostering competent “double-qualified” graduates from vocational and technical colleges so as to adapt to the trend of globalization and exert positive effects on cultivating internationalized talents all around the world.