Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education?

Barrios, Elvira; López-Gutiérrez, Aurora; López-Agudo, Luis Alejandro

doi:10.1016/j.jeap.2022.101121

Cited by 3 publications

(4 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In sum, both our findings and previous ones suggest that students have distinct EMI experiences concerning content learning depending on their level of linguistic proficiency. However, contrary to findings in previous studies (Barrios & López-Gutiérrez, 2021;Barrios et al, 2022;Fernández-Costales, 2017;Muñoz, 2001), where the higher the students' English proficiency, the less satisfied they were with their language improvement from participation in EMI and with the EMI program, our findings do not confirm these associations. It is worth noting that, unlike other studies in which selfreports of proficiency were used, a standardized English proficiency measure was used in the present study.…”

Section: Discussioncontrasting

confidence: 99%

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

Balta

Satayev²,

Barrios³

et al. 2022

EURASIA J Math Sci Tech Ed

Self Cite

View full text Add to dashboard Cite

Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students' general English skills the associations between institutional and individual factors and views on CLIL. A total of 105 students from two academic programs (biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in the study. Quantitative data were collected through two different instruments. MANOVA and correlation analyses were carried out to analyze the data. A large effect of CLIL combined with language instruction was observed on language gains. Additionally, the study identified two factors that are significantly associated with student recognition of higher language and disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being a non-first-year student and having CLIL experience in pre-university education. In light of the results obtained, our findings reinforce the case for integrating language instruction that includes general, academic, and subject-specific goals in English-medium programs and courses in higher education.

show abstract

Section: Discussioncontrasting

confidence: 99%

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

Balta

Satayev²,

Barrios³

et al. 2022

EURASIA J Math Sci Tech Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…The CMD is measured and analyzed to assess the interaction between teachers and students in each mode. The book “Developing Chinese” served as the primary course textbook ( Zhang et al, 2021 ; Barrios et al, 2022 ). A weekly assessment of each student’s overall speech ability (fluency level) was used to determine his/her degree of focus and participation.…”

Section: Methodsmentioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

View full text Add to dashboard Cite

Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

show abstract

“…The internationalization of English has also recently given way to a group of students who learn English while they learn other contents in secondary education (CLIL) and tertiary education (EMI). This rather recent group of learners have been surveyed on pronunciation views in some few studies in which themes such as dissatisfaction with lecturer foreign accent (Barrios et al, 2022;Henderson, 2019;Hendriks et al, 2021;Karakas, 2017) or a preference of fluency over accuracy (Chou, 2018;Gómez-Lacabex & Gallardo-del-Puerto, 2021;Gómez-Lacabex & Roothooft, 2023) have been identified.…”

Section: Pronunciation Views In Different Learner Populationsmentioning

confidence: 99%

“…Hence, inspecting different learners' pronunciation views, attitudes and anxiety becomes interesting to explore when English is present in such international contexts. While a number of studies have investigated EFL or ESL learners (e.g., Doiz et al, 2012;Kang, 2015;Levis, 2015;Pawlak et al 2015;Syszka, 2016), fewer studies have focused on EMI learners (Barrios et al, 2022;Henderson, 2019;Hendriks et al, 2021;Karakas, 2017). To fill this gap, the present study intends to explore differences between two English learner profiles who experience English learning in two different contexts: one group is learning English in an English major degree, developing expertise on the language itself as well as linguistic and literary aspects related to it, while for the other group English is the communication means during lectures in an engineering degree as part of an internationalization programme.…”

Section: Introductionmentioning

confidence: 99%

Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students

Gómez Lacabex,

Roothooft

2023

RiL

View full text Add to dashboard Cite

The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results from a questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series or talking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers’ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress.

show abstract

Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education?

Cited by 3 publications

References 37 publications

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

The implications of internet-based Chinese language courses on online classes

Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students

Contact Info

Product

Resources

About