Dogan Yuksel, Adem Soruç, Barıs Horzum, Jim McKinley
This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as “proficiency” in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students’ proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students’ academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.
{"title":"Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success","authors":"Dogan Yuksel, Adem Soruç, Barıs Horzum, Jim McKinley","doi":"10.14746/ssllt.38280","DOIUrl":"https://doi.org/10.14746/ssllt.38280","url":null,"abstract":"This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as “proficiency” in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students’ proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students’ academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":" 33","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72384397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English medium instruction (EMI), both in higher and secondary education, is now a well-established field of education research and, indeed, many applied linguistics journals are publishing regularly on a variety of EMI topics. Recently, a new journal, Journal of English-Medium Instruction, has been established that is dedicated entirely to this area of academic enquiry. Recent years have also seen several special issues emerge on topics within EMI in journals such as Applied Linguistics Review (published advanced online), System (in 2023), and TESOL Quarterly (in 2018).
{"title":"Introduction to the special issue on English medium instruction: Areas of research needing urgent attention","authors":"E. Macaro, H. Rose","doi":"10.14746/ssllt.38274","DOIUrl":"https://doi.org/10.14746/ssllt.38274","url":null,"abstract":"English medium instruction (EMI), both in higher and secondary education, is now a well-established field of education research and, indeed, many applied linguistics journals are publishing regularly on a variety of EMI topics. Recently, a new journal, Journal of English-Medium Instruction, has been established that is dedicated entirely to this area of academic enquiry. Recent years have also seen several special issues emerge on topics within EMI in journals such as Applied Linguistics Review (published advanced online), System (in 2023), and TESOL Quarterly (in 2018).","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81873777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students’ English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL’s overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL’s overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.
本荟萃分析综合了英语媒介教学和内容与语言整合学习(EMI-CLIL)方法对中学生英语学习的影响。数据集包括来自38项主要研究的44个样本(N = 7,434)。结果显示，与主流条件相比，EMI-CLIL对英语能力发展的总体有效性在短期(d = 0.73, SE = 0.06, 95% CI[0.61, 0.86])和长期(d = 1.01, SE = 0.06, 95% CI[0.88, 1.15])。此外，我们发现EMI-CLIL的整体有效性受到几个调节变量的影响。它的有效性显著:(1)母语与英语相关的学习者的有效性更高;(2)证实EMI-CLIL和对照组同质性的初步研究较低;(3)当研究的目标是英语学习的生产性(而不是接受性或整体性)维度时，水平较低;(4)当结果测量集中在词汇量上时得分更高。讨论了对教育学和未来研究的启示。
{"title":"Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis","authors":"J. Lee, Hansol Lee, Yuen Yi Lo","doi":"10.14746/ssllt.38277","DOIUrl":"https://doi.org/10.14746/ssllt.38277","url":null,"abstract":"This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students’ English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL’s overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL’s overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"87 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83426515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.
{"title":"Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings","authors":"Ji-yoon Hong","doi":"10.14746/ssllt.38282","DOIUrl":"https://doi.org/10.14746/ssllt.38282","url":null,"abstract":"To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74067201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.
{"title":"Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view","authors":"Jiangshan An, A. Childs","doi":"10.14746/ssllt.38283","DOIUrl":"https://doi.org/10.14746/ssllt.38283","url":null,"abstract":"Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"417 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79621258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers’ low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.
{"title":"English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception","authors":"Salah Ben Hammou, Abdelaziz Kesbi","doi":"10.14746/ssllt.38275","DOIUrl":"https://doi.org/10.14746/ssllt.38275","url":null,"abstract":"The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers’ low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"52 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83963292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education – Advanced Level (GCE (A/L) examination, which determines university entry, in their L1. Thus, the majority of students entering state universities do so after receiving their entire education in their L1. At the tertiary level, where many (if not most) degree programs are conducted in the English medium, students struggle to make the transition from Sinhala/Tamil medium instruction to English medium instruction (EMI). This study examines the challenges faced by students and lecturers in three selected state universities due to this language transition. It employs a qualitative research design. Data were collected through official documents and semi-structured interviews with forty academics. Three focus group interviews were conducted with thirty undergraduates. In addition, eighteen non-participant lectures were observed in mainstream classrooms. The findings indicate several structural, institutional, and linguistic challenges on the way to a successful implementation of EMI in state universities and demonstrate that the transition from GCE (A/L) to EMI in universities is a challenging experience for both students and lecturers. We propose that the concept of academic literacies be used as a productive means of supporting undergraduates through their transition to EMI.
虽然自2001年以来，斯里兰卡的一些学校已经提供双语教育，但中小学教育主要以第一语言(L1)，即僧伽罗语/泰米尔语进行。因此，大多数学生在他们的L1中参加决定大学入学的普通教育证书-高级水平(GCE (a /L)考试。因此，大多数进入州立大学的学生都是在接受了L1的全部教育之后进入州立大学的。在高等教育阶段，许多(如果不是大多数)学位课程是用英语授课的，学生们很难从僧伽罗语/泰米尔语教学过渡到英语教学(EMI)。本研究考察了三所选定的州立大学的学生和讲师因语言过渡而面临的挑战。它采用定性研究设计。通过官方文件和对40名学者的半结构化访谈收集数据。对30名本科生进行了三次焦点小组访谈。此外，在主流教室中观察了18个非参与式讲座。研究结果表明，在州立大学成功实施EMI的过程中，存在一些结构、制度和语言方面的挑战，并表明从普通教育证书(a /L)到大学EMI的过渡对学生和讲师来说都是一个具有挑战性的经历。我们建议将学术素养的概念作为支持本科生过渡到EMI的有效手段。
{"title":"“A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka","authors":"Nadee Mahawattha, Romola Rassool","doi":"10.14746/ssllt.38276","DOIUrl":"https://doi.org/10.14746/ssllt.38276","url":null,"abstract":"Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education – Advanced Level (GCE (A/L) examination, which determines university entry, in their L1. Thus, the majority of students entering state universities do so after receiving their entire education in their L1. At the tertiary level, where many (if not most) degree programs are conducted in the English medium, students struggle to make the transition from Sinhala/Tamil medium instruction to English medium instruction (EMI). This study examines the challenges faced by students and lecturers in three selected state universities due to this language transition. It employs a qualitative research design. Data were collected through official documents and semi-structured interviews with forty academics. Three focus group interviews were conducted with thirty undergraduates. In addition, eighteen non-participant lectures were observed in mainstream classrooms. The findings indicate several structural, institutional, and linguistic challenges on the way to a successful implementation of EMI in state universities and demonstrate that the transition from GCE (A/L) to EMI in universities is a challenging experience for both students and lecturers. We propose that the concept of academic literacies be used as a productive means of supporting undergraduates through their transition to EMI.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135099970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.
{"title":"A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China","authors":"Sihan Zhou, Gene Thompson","doi":"10.14746/ssllt.38281","DOIUrl":"https://doi.org/10.14746/ssllt.38281","url":null,"abstract":"Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students’ English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students’ English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower-income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students’ perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.
{"title":"Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable","authors":"An Nguyen","doi":"10.14746/ssllt.38278","DOIUrl":"https://doi.org/10.14746/ssllt.38278","url":null,"abstract":"One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students’ English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students’ English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower-income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students’ perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135099660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1007/978-3-030-64444-4
Lu Wang, Shi-Min Chen
{"title":"Positive Psychology in Second and Foreign Language Education","authors":"Lu Wang, Shi-Min Chen","doi":"10.1007/978-3-030-64444-4","DOIUrl":"https://doi.org/10.1007/978-3-030-64444-4","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"181 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86813484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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