Introducing Content-Based Structured Input to English-Medium Instruction: Evidence from Verb Pattern Acquisition in a Disciplinary Course for University Students in Poland

Abstract

The rise of English-medium instruction (EMI) in higher education presents challenges for supporting language development alongside disciplinary learning, as it is typically delivered by content specialists with limited time and little or no background in language pedagogy. Against this backdrop, this study examines the effectiveness of computer-assisted content-based structured input (CBSI), compared to input flood (IF) and unmodified disciplinary input (Control), in enhancing students’ acquisition of English verb patterns in an EMI university course in Poland. All participants received the same asynchronous, computer-assisted disciplinary instruction, aligned with the course syllabus. The groups differed only in the type of input enhancement, which was developed by a language specialist in coordination with the course instructor. A split-block design was used to measure learning gains through a pre-test, post-test, and delayed post-test. Students in the CBSI group showed significantly greater and more sustained improvement than those in the IF and Control groups. These findings support CBSI as an effective and pedagogically feasible way to promote language development in EMI, integrating linguistic and disciplinary concerns while respecting the roles and integrity of both domains.