Jump to ContentJump to Main Navigation
Show Summary Details
More options …

International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah


IMPACT FACTOR 2017: 1.242

CiteScore 2017: 1.47

SCImago Journal Rank (SJR) 2017: 0.892
Source Normalized Impact per Paper (SNIP) 2017: 0.915

Online
ISSN
1613-4141
See all formats and pricing
More options …
Volume 52, Issue 2

Issues

Is English-medium instruction effective in improving Chinese undergraduate students' English competence?

Jun Lei / Guangwei Hu
Published Online: 2014-06-28 | DOI: https://doi.org/10.1515/iral-2014-0005

Abstract

This study investigates whether English-medium instruction (EMI) has an impact on Chinese undergraduates' English proficiency and affect in English learning and use. A cross-section of 136 sophomores and juniors were drawn from an English-medium and a parallel Chinese-medium program. Data included: (a) participants' scores on two national standardized English proficiency tests; (b) their English-related affect as measured by three scales adapted from Gardner's (2004) Attitude/Motivation Test Battery; (c) their perceptions of EMI in Chinese tertiary education elicited with a survey developed by the Chinese Ministry of Education (2006), and (d) interviews with 10 focal students from the English- and Chinese-medium programs. Results showed no statistically significant effect of medium of instruction on English proficiency or affect in English learning and use. However, extent of satisfaction with EMI, perceived necessity for EMI, and perceived increases in study burden had statistically significant effects on the outcome measures. Additionally, prior English proficiency was the strongest predictor of subsequent English proficiency and English-related affect. These findings raise concerns about the quality of the focal English-medium program and point to students' perceptions of EMI and prior English proficiency as crucial influences on further language learning and use.

Keywords: affect in English learning and use; Chinese higher education; English-medium instruction; English proficiency; medium of instruction policy

About the article

Published Online: 2014-06-28

Published in Print: 2014-06-01


Citation Information: International Review of Applied Linguistics in Language Teaching, Volume 52, Issue 2, Pages 99–126, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral-2014-0005.

Export Citation

©2014 by Walter de Gruyter Berlin/Boston.Get Permission

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

[1]
Haitao Guo, Fuhui Tong, Zhuoying Wang, Yue Min, and Shifang Tang
Sustainability, 2018, Volume 10, Number 11, Page 4230
[2]
Jennifer Ament, Carmen Pérez-Vidal, and Júlia Barón Parés
Pragmatics, 2018, Volume 28, Number 4, Page 517
[3]
Weihong Wang and Xiao Lan Curdt-Christiansen
International Journal of Bilingual Education and Bilingualism, 2018, Page 1
[5]
Branka Drljača Margić and Irena Vodopija-Krstanović
Journal of English for Academic Purposes, 2018
[6]
Fan (Gabriel) Fang
Asian Englishes, 2018, Volume 20, Number 1, Page 15
[7]
Hsiang-Ning Rebecca Chu, Wing Shing Lee, and Peter William OBrien
Journal of Studies in International Education, 2017, Page 102831531774852
[10]
STEPHEN EVANS
World Englishes, 2017
[13]
Ben Fenton-Smith and Laura Gurney
Current Issues in Language Planning, 2016, Volume 17, Number 1, Page 72

Comments (0)

Please log in or register to comment.
Log in