| The purpose of the present research is four-fold: (a) to investigate the influences of content-based bilingual instruction(BI) on motivation, self-efficacy and metacognition; (b) to research the correlation between English scores and biology scores; (c) to examine the network factor's impact on BI; (d) to compare the differential effects of these two methods of bilingual instruction (English as dominant instructional language and Chinese as dominant instructional language) on students' learning.China's WTO accession has made its relationships with other countries in politics, economics, trade and cultural exchanges notably expanded, and has resulted directly the reform in education, especially in basic education, that is, contemporary education should be in line with the international education, and be aimed at students' competence-nurturing, abilities-developing, and multiple intelligences-acquiring. Against this background, there is a great need for professionals who know English and subject knowledge as well, thus, being proficient in more than one language has been becoming a critical component of one's competence. The BI is in line with this situation, and is promoted in some public and private schools, as well in the universities. Vice Premier Li Lan-qing, during his stay in Tianjin in 2002, pointed out that bilingual instruction should be promoted in some leading schools, in order to accommodate the great need for the talents.The BI just has its beginning in China, there is no experimental data collected from the practical instruction, and thus there is no curriculum criteria which is correspondent to Chinese students.This paper gave an overview of the research on motivation, self-efficacy and metacognition. On the basis of the overview, it researched the interactions of BI, English learning and subject learning, and discussed these influences to the bilingual instruction.In this study, I attempt to research the BI's impact on students' motivation, self-efficacy and metacognition, hoping to make a theological base for the present bilingual education, and to supply psychological data for policy-makers.Participants were 192 senior high school students who studied in 3 grade-twoclasses in which had the same size and the similar levels of achievements in English and biology. The effects of 2 instructional methods in bilingual instruction (biology curriculum) were investigated. The methods are (a) English as dominant instructional language( 1stgroup); (b) Chinese as dominant instructional language(2nd group), and the control group with Chinese as its instructional language. After three-month process, t-test using the questionnaire A(scale A, see appendix 1) was performed. Pretest and posttest proceeded with English and biology examination papers were used to analyze the correlation between English achievement and biology achievement. Network used in the study was restricted to evaluate network factor's impact on motivation, self-efficacy and metacogniton in the bilingual situation. The questionnaire B (scale B, see appendix 2) was used to pretest and posttest the network's influence to BI.The results of the t-test indicate that BI with English as dominant instructional language outperformed the control group. The differentiation analysis on network's effects showed that network' s relationship to BI is related positively, and the active role needs a longer period to be shown. The correlation analysis on students' s English scores and biology scores indicates that BI can promote students' achievements in English language learning and biology learning, but there exists no correlation between English scores and biology scores, it implies that BI's active effect on students' learning should be considered as a long-term goal.The research has the conclusions that, in bilingual instruction, (a) using English as a dominant instructional language can admirably intrigue students' motivation, promote students' self-efficacy and elevate students' metacognition. (b) the bilingual instruction can mak...
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