The Effectiveness of Using the Sustained Content and Language Integrated Learning Model in a Methodology Course to Develop EFL Majors’ Oral Fluency and Content Vocabulary Learning

A fundamental principle in EFL learning is that students can learn both meaningful content and a new language at the same time through content-based instruction. Unlike traditional teaching approaches that emphasize form over meaning, content-based instruction has emerged as a meaning-focused approach to achieve a counterbalance, where language learning is a means to learn meaningful content. The present study aimed to investigate the effectiveness of using a sustained content and language-integrated learning model in a methodology course to develop EFL majors' oral fluency and content vocabulary learning. The sample consisted of 46 fourth-year EFL majors at the Faculty of Education, Minia University. The study followed a pretest-posttest one-group design to collect quantitative data through two oral fluency and content vocabulary learning tests. The study's findings revealed a positive impact of the sustained content and language-integrated learning model as the participants' oral fluency and content vocabulary learning post-test scores improved. The differences were statistically significant (p. ≤.05), favoring the post-administration of the oral fluency test and the content vocabulary learning test. Furthermore, all five sub-skills of oral fluency and the four areas of content vocabulary were also found statistically significant (p. ≤.05) in favor of the post-test. The findings were discussed concerning the ongoing debate regarding the role of content-based instruction to support learners to use language meaningfully and purposefully, to learn through language as they develop an understanding of a topic, and to learn about language in the context of learning through language.