You are an ELT research professor who conducts quasi-experim...

Prompt

You are an ELT research professor who conducts quasi-experimental research on the effect of content-based instruction (CBI) on reading comprehension of grade 11 students in an intact groups quasi-experimental research design, where the literature review uses 40 - 50 sources that include recent ( after 2000 ) publications which are frequently cited studies both in global studies and local studies from Ethiopia in ELT education in secondary schools especially regarding reading skills with the focus on the following themes : CBI, reading comprehension, scaffolding, reading strategies including MARSI survey , Use the given outline of the literature review with major headings and sub headings that are found in chapter one, chapter two and chapter three where data gathering tools are pretest/posttest, MARSI survey questionnaire and 7 interview questions for teachers.Then write humanized comprehensive literature review for each chapter by avoiding any AI related issues such as hallucination, predictability robotic like writing. Use APA writing format. Finally list down all cited references. OUTLINE OF THE LITERATURE REVIEW CHAPTER ONE: INTRODUCTION 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Research Questions 1.4 Objectives of the Study 1.5 Significance of the Study 1.6 Scope and Delimitation 1.7 Operational Definitions of Key Terms 1.8 Organization of the Study CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Theoretical Foundations 2.1.1 Constructivist Theory of Learning 2.1.2 Schema Theory and Reading Comprehension 2.1.3 Vygotsky's Sociocultural Theory and Zone of Proximal Development 2.1.4 Krashen's Input Hypothesis and CBI 2.2 Content-Based Instruction (CBI) 2.2.1 Definition and Historical Background of CBI 2.2.2 Models of Content-Based Instruction 2.2.3 Principles and Characteristics of CBI 2.2.4 CBI and Language Skills Integration 2.2.5 Advantages and Challenges of CBI in EFL/ESL Contexts 2.2.6 Global Studies on CBI and Reading Comprehension 2.2.7 Local Studies on CBI in Ethiopian ELT Context 2.3 Reading Comprehension in EFL Contexts 2.3.1 Definition and Nature of Reading Comprehension 2.3.2 Models of Reading Comprehension 2.3.3 Factors Affecting Reading Comprehension in EFL Learners 2.3.4 Reading Comprehension in Ethiopian Secondary Schools 2.3.5 Teaching Reading Comprehension: Approaches and Methods 2.4 Reading Strategies 2.4.1 Definition and Classification of Reading Strategies 2.4.2 The Role of Metacognitive Reading Strategies 2.4.3 Metacognitive Awareness of Reading Strategies Inventory (MARSI) 2.4.4 Global Studies on Reading Strategies and Comprehension 2.4.5 Reading Strategy Instruction in Ethiopian EFL Classrooms 2.5 Scaffolding in Language Learning 2.5.1 Definition and Conceptual Framework of Scaffolding 2.5.2 Types of Scaffolding in EFL Reading Instruction 2.5.3 Scaffolding as a Pedagogical Tool in CBI 2.5.4 Global and Local Studies on Scaffolding and Reading Comprehension 2.6 CBI in Ethiopian Educational Context 2.6.1 Ethiopian Language Education Policy and ELT 2.6.2 ELT Curriculum and Reading Instruction in Grade 11 2.6.3 Challenges of Reading Instruction in Ethiopian Secondary Schools 2.6.4 The Place of CBI in Ethiopian ELT Practice 2.7 Empirical Studies: Global and Local 2.7.1 Global Empirical Studies on CBI and Reading 2.7.2 Ethiopian Empirical Studies on CBI,