| This study examined the ways in which CBI classes are taught, including teachers' comprehensible input, the amount of student output, and the perceptions of both students and teachers regarding CBI. Two intact postsecondary CBI classes in Japan, totaling 76 students and two native English-speaking teachers, were observed and video recorded over 7.5 hours. In order to better comprehend reasons for their behavior and decision-making in class, all participants completed questionnaires and teachers were interviewed on the final day of classroom observation.;Classroom observational data revealed that students had limited output practice, owing arguably to multiple factors identified in this thesis. Descriptive analyses revealed that teachers provided extensive comprehensible input to students, focusing exclusively on course content rather than grammatical teaching, especially on vocabulary whose meaning was conveyed through repetition and gestures. Regarding perceptions of CBI, both teachers and students perceived CBI classes to be effective for improving listening skills and content knowledge. |
