For over a decade, Malian high schools have implemented the CBA. Despite theoretical advancements, practical challenges in teaching English as a Foreign Language (EFL) persist, particularly concerning student performance. The study evaluates the effectiveness of vocabulary-integrated CBA lessons in improving the academic performance of 10th-grade EFL students in Mali. A pre-experimental design, featuring a one-group pretest and post-test structure, was employed with a sample of 52 high school students. Data were gathered through written tests, which were developed based on cognitive domains (Remembering, Understanding, Applying, and Analyzing). The results demonstrate a positive impact of the intervention, with significant improvements observed across all measured variables. Increases in mean scores from pre- to postexperiment highlight the effectiveness of the interventions. These results suggest that targeted CBA methods have substantial potential to improve language learning outcomes.
Magassouba et al. (Sat,) studied this question.