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.
It 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). There is one clarification worth noting: although the distinction between ESL and EFL may not be clear cut in certain regions (e.g., in
parts of Europe), this distinction has important implications for English
teaching and learning (Strevens, 1992) in a number of regions, including
East Asia