A Study of the Relationship Between Students’ Global Perspective and Willingness to Communicate in English at an English Medium Instruction University in China

Abstract

Few previous studies have investigated the relationship between global perspective (GP) and willingness to communicate (WTC) in English. Hence, more studies are needed to validate their correlation. Furthermore, hardly any pertaining studies have been conducted at English Medium Instruction (EMI) universities. As such, the current study aimed to fill these gaps in the context of an EMI university in China, by investigating whether GP correlates with second language (L2) WTC and what factors impact the two variables. Data were collected from students via an online questionnaire (n = 315) and follow-up interviews (n = 11). The questionnaire findings confirmed a moderate positive correlation between GP and L2 WTC. The interview data unraveled that several factors influenced students’ L2 WTC, including needs and motivations driving L2 WTC, concerns constraining L2 WTC, and intercultural cognition facilitating L2 WTC. These findings suggest that: (A) students could be more determined to practice their English if they realize the significance of the role of English in their life; (B) teachers could foster students’ WTC by creating a non-threatening English-speaking environment and encouraging students to communicate in English in and outside the classroom; and (C) teachers could educate students about GP and L2 WTC, which might help to expand students’ horizon and stimulate their interests in foreign cultures and global affairs, so as to facilitate the sustainable growth of their English learning.

Book review: Crossing borders, writing texts, being evaluated: cultural and disciplinary norms in academic writing by Anne Golden, Lars Anders Kulbrandstad and Lawrence Zhang

“…Against the backdrop of globalization, the needs for learning and teaching English writing for academic purposes are growing exponentially in higher education ( Galloway and McKinley, 2021 ; Xiao and Qiu, 2022 ). Therefore, it is imperative to conduct research on English academic writing instruction across the boundaries of nations, cultures, and disciplines.…”

“…We support the creation of a welcoming English-speaking environment where students are motivated to use English academic writing both inside and outside the classroom ( Xiao and Zhao, 2022 ). It is essential to establish a multilingual and multicultural environment that fosters equality and acceptance among students, appreciating linguistic diversity as well as diverse ideas and perspectives ( Xiao and Qiu, 2022 ).…”

“…These technologies enable real-time communication, allowing individuals from different geographical locations to engage in virtual discussions, exchange ideas, and provide feedback on academic writing. This enhances intercultural understanding and promotes a global perspective in academic writing practices (Xiao and Qiu, 2022;Xiao and Zhao, 2022). Furthermore, the influence of new communication technologies on teaching cross-border academic writing should be examined.…”

Students’ Perceived Challenges and Learning Strategies of English Medium of Instruction in the International Nursing Program – A Descriptive Quantitative Study

“…As a result, the research of EMI strategies has also been taking the spotlight in EMI research. The research of Macaro, n.d. (2020) has focused on the vocabulary used by teachers and students and how L1 can help EMI, Xiao & Qiu (2022) look at cognitive, and meta-cognitive strategies used to solve problems related to reading and listening. Further, Farrell (2020) suggests that reflective practice leads to EMI teachers' professional development.…”