| Content-Based Instruction (CBI) has become one of the most prominent teaching approaches in the field of foreign language education. The proponents of CBI claim that CBI integrates the learning of content and language, allowing students to use the language as a vehicle for acquiring the content of the lecture. It is also argued that CBI fosters students' critical thinking and autonomous learning skills, while developing their motivation. Despite these claims that appear in a number of articles and books, very few reports are supported by substantial qualitative or quantitative data. Furthermore, there is no empirical study of CBI in Fundamental or Intermediate level Asian language courses.;The current study explores foreign language instruction with regard to the aforementioned claims about CBI. The research questions whether CBI fosters students' critical thinking skills, autonomous learning skills, and learning motivation more than a non-CBI or traditional teaching approach. Qualitative data were collected through surveys, and a written and oral assessment. Quantitative data were collected through interviews and class observations. The study monitored three sections of a 2nd-Year Japanese language course at a state university. It was quasi-experimental. One instructor teaches CBI and a non-CBI class, while another instructor teaches CBI Class 2.;The quantitative data indicated that critical thinking skills, autonomous learning skills, and learning motivation either increased or remained unchanged overall in the non-CBI class. In contrast, they decreased in the two CBI classes. However, the student and instructor interviews reveal that the non-CBI class did not employ a typical traditional teaching approach, but rather, a hybrid model of CBI.;Student interviews suggested that the balance of allocated class time between language and content instruction is crucial for the successful implementation of CBI, and substantial support or scaffolding is necessary to enhance the three domains. |
