Abstract

Language learning is not an easy task for students to do, especially non-departmental students that they would commit errors need to be corrected. As the researcher's aim is to enhance non-departmental students in English, it was found that second year students, Department of Geography, College of Education for Humanities, University of Mosul faced difficulty in answering the test question of English, besides their poor level in reading and comprehension of the material when they were asked to summarize it. On this basis, the researcher had randomly chosen 40 students as a sample and divided them into two groups, namely control (CG) and experimental (EG). Both groups were exposed to a pretest on the subject they had studied. No differences have been noticed between the achievement of both groups on the test. The researcher tried to find ways of making students be conscious of English especially if we know that they need extensive practice of the language. The CG was taught by using one of the basic geographic materials written in English based on the traditional method, while the EG was taught the same material based on the content-based approach (CBA), where students can practice meaningful words in contexts. According to Bingham (2010), students need interaction to exchange information within a group to provide appropriate models and specific feedback, that can develop their self-monitoring skills and be more autonomous within a class, perhaps taking account of guidance, advice or information from the teacher. At the end, both CG and EG have been given an achievement test. The findings, using the T-test, showed that the EG has better achievement than the CG.

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The article was added to IASJ on 2024-07-16

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