The purpose of this study was to investigate the effect of the Concept -Based Curriculum and Instruction Model (CBI) on promoting the motivation of the Jordanian tenth graders in learning English as a foreign language. The participants of the study consisted of 56 female 10th grade students. The participants were assigned into two groups, experimental and control, and were assigned to the levels of treatment. The study employed a 34-item Course Interest Survey (CIS). It was translated into Arabic and adjusted for the 10th graders convenience. The CIS was administrated to the participants before and after the 8 weektreatment. Analysis of Covariance procedure was used to detect the significance of differences between the study groups on the CIS. The results of the study showed a statistically significant difference on the motivation measure at P <0.05 between the mean scores of the two groups on the CIS measure in favor of the experimental group. The results validated the theoretical assumption that learners motivation correlates with curriculum and instruction design. The study offered a package of recommendations including a gradual transformation into conceptbased curriculum and instruction.

Keyword:Concept-based instruction; concept-based curriculum; curriculum design; motivation; English curriculum design.

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