Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China

Zhang, Mengjia; Pladevall-Ballester, Elisabet

doi:10.1080/09500782.2021.1895827

Cited by 17 publications

(11 citation statements)

References 31 publications

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“…The absence of such instances in the written output of the EFL group was not surprising, since the EFL learning context was not a specialized language course (e.g., English for specific purposes [ESP] or English for academic purposes [EAP]), but a traditional English language course for general communicative purposes. Our results corroborate recent research that argues EMI to be a fertile ground for English lexical development, including both general and specialized vocabulary (Sánchez-Pérez, 2021;Zhang & Pladevall-Ballester, 2021).…”

Section: Discussionsupporting

confidence: 91%

“…However, the sample of this study pursued a degree in English Studies; thus there are serious doubts whether this can be considered an EMI learning context, since the purpose of the degree is to train future English language specialists and participants might have been influenced by further language-related training amid the course of the three-year investigation. In a more recent study conducted in China, Zhang and Pladevall-Ballester (2021) found almost no progress in grammar proficiency but identified statistically significant gains in the three writing measures analyzed, namely, task achievement, general English vocabulary, and discipline-specific vocabulary, with higher gains being observed in the latter.…”

Section: Literature Reviewmentioning

confidence: 90%

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The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context

Pérez

2023

10.14746/ssllt

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This study analyzes the influence of English medium instruction (EMI) on student English writing development in a Spanish undergraduate context, a language skill that remains underexplored in EMI research at tertiary level. Through a longitudinal pre- and post-test method, it explores the writing progress of EMI engineering students as compared to the achievement of a group of English as a foreign language (EFL) learners, according to different quantitative and qualitative writing measures. Results show a positive impact of EMI on student writing development at the levels of lexical accuracy and vocabulary. However, other writing areas, such as syntax, grammar, organization, or fluency, appeared unaffected. These findings challenge, to some extent, the widespread assumption that EMI contributes to improving student English language proficiency. This study suggests that sole exposure to the language in EMI contexts does not suffice to improve students’ English writing abilities beyond the area of vocabulary. Therefore, it argues for the inclusion of language skill support within EMI programs to provide students with opportunities to achieve a comprehensive development of their English language and writing competence.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 90%

The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context

Pérez

2023

10.14746/ssllt

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“…In the same vein, Zhang and Pladevall-Ballester (2021) examined language learning outcomes data in two EMI programs, namely Film Production and International Trade, in China. The students took pre-post discipline-specific vocabulary and writing tasks as well as pre-post grammar proficiency tests over the course of one semester and after the same number of hours of exposure.…”

Section: Introductionmentioning

confidence: 99%

What Predicts Academic Achievement in EMI Courses? Focus on Vocabulary Knowledge and Self-Perceptions of L2 Skills

2022

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This study examines the relationship between L2 vocabulary knowledge, self-rating of word knowledge, self-perceptions of four language skills (listening, reading, speaking, and writing), and students’ academic achievement. An objective measure of lexical knowledge and questionnaire on self-perception and self-rating of vocabulary knowledge were administered to 106 undergraduate students in an English as a medium of instruction (EMI) program. The students’ academic achievement was measured through their EMI course grades. Results showed positive significant correlations between learners’ vocabulary knowledge, whether measured objectively or subjectively, and self-perceptions of the four skills. Results also showed that vocabulary knowledge was the strongest correlate with academic achievement, followed by self-perception. Interestingly, vocabulary knowledge explained the largest unique variance in the learners’ academic achievement. The contribution of students’ self-perceptions of L2 use, although predicted as an additive value to the model of academic achievement, was minimal compared to that explained by vocabulary knowledge. Findings of the study address implications directed to teaching and assessing lexical knowledge in the EMI context.

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“…In addition, many attempts have been made to investigate the problems in EMI students' learning and how to improve students' learning outcomes (del Mar Sa´nchez-Pe´rez, 2021;Soruc x et al, 2022;Tai & Tang, 2021;Yu et al, 2021;Zhang & Pladevall-Ballester, 2021). For instance, based on semi-structured interviews and reflective journals from 14 mainland Chinese EMI students at a Macau university, Yu et al (2021) investigated the strategies that these students adopted in their learning and reported that students' strategies for EMI learning ''were mediated by the sociocultural tools of their L1, L2, and the tools at their disposal, along with the community of instructors and peers around them'' (p. 8).…”

Section: Practice Of Emimentioning

confidence: 99%

Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students

Zhang

Hasim

2023

SAGE Open

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With the internationalization of higher education, more Chinese students are pursuing their postgraduate study in English-medium instruction (EMI) institutions abroad. Related studies have mostly investigated EMI policies and implementation and students’ attitudes; however, they have not examined how Chinese students cope in English-as-a-second-language environments, specifically in academic writing. This study examines Chinese students’ perceptions of English academic writing, difficulties, and coping strategies to complete academic writing requirements in Malaysian universities. Respondents, totalling 128, filled out a 51-item questionnaire. T-test was used for data analysis, and nine students were selected for qualitative interview. The results indicate significant differences in participants’ chances of practicing English writing before and after studying in Malaysia. Although they experienced challenges, such as insufficient prior English writing practice, lack of knowledge in English academic terms and expressions, and difficulty in identifying research gaps, they succeeded with help from teachers, peers, and workshops. Implications for EMI are provided.

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Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China

Cited by 17 publications

References 31 publications

The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context

The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context

What Predicts Academic Achievement in EMI Courses? Focus on Vocabulary Knowledge and Self-Perceptions of L2 Skills

Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students

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