Process-oriented L2 Motivation in Content-based Instruction (CBI)

This study investigates L2 motivation in the content-based instruction (CBI) in the process-oriented framework. There has been little research of systematic investigation of motivational effects on CBI, especially in Korean EFL university contexts, even though a substantial body of research has investigated the contribution of content-based instructions to both content and L2 language learning. This study addresses students’ motivations in the three phases of CBI classroom using questionnaires: pre-actional, actional, and post-actional. The findings showed that the goal-oriented students with knowledge orientation in the pre-actional phase paid more attention to the lecture, which in turn positively influenced the final achievement of the content knowledge. However, the strong sense of integrative motivation and extrinsic/instrumental motivations did not seem to influence the final achievement in the foreign language-based CBI class. The finding suggests the more beneficial effects of cognitive and knowledge-based motivations on Korean university CBI contexts than socio-culturally based ones.