A Review of Content-Based Instruction on Critical Thinking in College English Reading Instruction

Mengyi Zhang; Lin Tang

doi:10.54097/3xwwds97

Authors

Mengyi Zhang
Lin Tang

DOI:

https://doi.org/10.54097/3xwwds97

Keywords:

Content-Based Instruction, English Reading Teaching, Language Acquisition, Integrated Learning

Abstract

Content-Based Instruction (CBI) has gained substantial recognition as a transformative approach in English reading instruction, particularly in enhancing not only linguistic skills but also critical thinking abilities among university students. This paper presents a comprehensive review of the integration of critical thinking skills in college English reading courses under the framework of CBI. The synthesis of domestic and international research literature reveals that CBI, by integrating subject matter content with English language learning, provides a rich context for fostering analytical abilities along with language acquisition. The theoretical foundations of CBI suggest that the contextual application of language within relevant subject matter not only improves reading comprehension but also encourages a deeper intellectual engagement necessary for critical thinking. Studies included in this review have demonstrated that students exposed to CBI show significant improvements in their abilities to analyze, evaluate, and synthesize information in English, which are key components of critical thinking. Successful case studies are discussed, showcasing enhanced critical thinking capacities in students and improved academic performance when CBI is effectively implemented. This review underscores the dual benefits of CBI in enhancing English language proficiency and critical thinking skills, suggesting that CBI is a valuable pedagogical strategy in the arena of higher education.

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