Reading has always been regarded as an essential skill in foreign language learning, especially for college students.
According to previous studies, relative effectiveness is found between the use of Content-Based Language Instruction
(CBLI) and reading comprehension. CBLI has been found effectively in developing students’ reading comprehension
through the topics chosen grounded academic discipline-based and the systematic use of content-based instructional
strategies. However, CBLI has been a controversial issue because teachers lack specific linguistic knowledge and skills
to help students deliver a language focus on reading. Since the utilization of CBLI is a controversial issue, the purpose
of this study attempted to investigate the effect of CBLI on EFL (English as a Foreign Language) students’ reading
comprehension through the design and implementation of a content-based literature curriculum. Subjects in this study
were 101 sophomores majoring in English at I-Shou University in southern Taiwan. T-test, ANOVA, and
semi-structured interview techniques were used to examine students’ attitudes and effect of CBLI on reading
performance. Results indicate that the utilization of content-based language instruction in the literature class could
enhance students’ reading comprehension as well as critical thinking ability. Interview results further support the
experimental findings, providing in-depth information about the conditions of CBLI use. Based on the research results
of this study, pedagogical implications and suggestions for future study are discussed.