Interaction between form learning and content comprehension as a function of manipulation of learners’ attention in content-based instruction

Abstract

This study experimented learner attention drawing tools, namely, enhanced input, oral prompt and inner speech ways of balancing the distribution of attentional energy between meaning and form in content-based language instruction that seeks to attain content comprehension and language learning at the same time. Seven classes (30 students each) were selected purposively from a population of technical college students. Tests and introspective tools were used to generate data. The study employed independent sample t-test and linear regression to analyze the quantitative data. The data from the introspection was analyzed thematically. The findings show that it is possible to draw the attention of learners to target language structures to the effect of attaining grammatical accuracy without a counter effect on content comprehension. However, this can be constrained by the complexity of input and the adequacy of the attention drawing tool employed in the instructional process.