This study examined EFL college-level learners’ perception toward the contentbased instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Content-Based Instruction (CBI)
  2.2. Output Hypothesis
 3. METHOD
  3.1. Background of the Study
  3.2. Participants
  3.3. Data
  3.4. Methods of Data Analysis
 4. RESEARCH FINDINGS AND DISCUSSION
  4.1. The Participants’ Expectation on the CBI Course
  4.2. Different Amount of Participation
  4.3. Cognitive Challenge
  4.4. Suggestions for Promoting Participation
 5. CONCLUSION
 REFERENCES

• AeJin Kang(Sookmyung Women’s University)