Fostering engagement through content-based instruction
A study of Chinese tier-2 university EFL students
Bibliographic Data
| ID | 22167486 |
|---|---|
| Authors | Xiaoyan Ding (0000-0001-9993-5401, University of Languages and International Studies), Ping Wang (0000-0001-6354-2235, University of Languages and International Studies) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1827903 |
| OpenAlex | W7163687042 |
| Language | EN |
| References cited | 30 |
The present study investigates how Content-based Instruction (CBI) fosters multidimensional engagement: emotional, cognitive, and behavioral, among non-English majors at a Chinese tier-2 university. Using a sequential explanatory mixed-methods design, it tracked 200 second-year engineering students across five CBI classes via longitudinal questionnaires. Follow-up semi-structured interviews with five instructors and a focus group with ten students, complemented by classroom observations, provided qualitative depth. Findings indicate that CBI significantly enhances student engagement over time when implemented with high-quality authentic materials and a supportive, facilitative teaching style. However, challenges persist: tensions between content and language goals, disparities in students’ English proficiency, and insufficient linguistic scaffolding can hinder equitable participation. Situating these insights within recent engagement theory and Global South CBI/EMI research, the study offers a nuanced understanding of CBI's potential and limitations within the specific context of Chinese tier-2 engineering universities, serving as a case study for similar institutions in emerging economies
Engineering education · Focus group · Longitudinal study · Qualitative analysis · Qualitative research · Student engagement · Educational Theory and Curriculum Studies · EFL/ESL Teaching and Learning · Second Language Learning and Teaching
Engaging Language Learners in Contemporary Classrooms
Approaches and Methods in Language Teaching
Handbook of Research on Student Engagement
Cognitive Load Theory
School Engagement
English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System
English medium higher education in Hong Kong
Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings
English-medium instruction (EMI) language policy and implementation in China’s higher education system
Lecturer and student perceptions on CLIL at a Spanish university
English-medium instruction in higher education and the ELT gaze
Cognitive discourse functions in CLIL classrooms
Enhancing heritage and additional language learning in the preschool years
Content-based instruction and content and language integrated learning
From EMI to CLIL
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
| Citation velocity | historical |
|---|---|
| Highly cited | No |