Using Text-based Integrated Approach (TBIA) in ESP Writing Class: Pedagogics and Carry Outs in Learning a Second Language

Success in teaching and learning is dependent on a close match among reader goals, text characteristics, reader proficiencies, and instructional context (Mumba and Mkandawire (2019). It would be unnatural for learners to acquire understanding of the realm of the world unless they experience the thinking and gaining of insights from people around them. They need to explore on new trails and get involve to achieve specific explicit or even implicit goal. In order to attain such accomplishment, students need communication texts and use communicative approach to stimulate learning. To Mickan (2019), text and context, matched with their needs, should be carefully chosen to trigger learners’ attentiveness and involvement. Instructional approaches to learning a second language should be used to test their knowledge of their cultural context, and not only their level difficulty but also their familiarity of the discourse. The study utilized the use of Text-Based Integrated Approach (TBIA). In doing so, the erstwhile instructional device, the Text-Based Instruction (TBI), was discussed to see their differences and find out which stratagem would fit the new generation second language learners. To get on to the researcher’s purpose of utilizing TBIA, two (2) language learning categories were applied; the working on the text, and the working from the text. It was revealed that they acquired better understanding of new vocabularies on their own by reading these new words in context evolving around specific topics.