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This paper reviews an English teaching practice based on CBI in an agricultural university in China. 135 students majoring in agricultural science participated in the experimental teaching project. Tests, questionnaires and semi-structural interviews were conducted to evaluate the effects of the teaching practice on students' language skills and their feedback. The statistical results indicate that this teaching practice proves to be more effective in improving language skills of students of higher English proficiency and triggering their motivation in language learning. The purpose of the study is to provide empirical evidence for the feasibility and effects of CBI in college English teaching in agricultural university.

Effectiveness of CBI in Improving Agricultural Major Students' English Proficiency and Learning Motivation