in English education in countries where English
has traditionally been taught as a foreign language (EFL), as well as in
English-as-a-second-language (ESL) contexts (Davies, 2003)
There are numerous case studies that describe how CBI has been implemented
in various educational contexts.
This paper is based on a review of studies on CBI as well as observations of over 30 CBI classes at the elementary and secondary school levels in East Asian EFL contexts (China, Japan, South Korea, and Taiwan).