Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge

Zhou, Sihan; Fung, Daniel; Thomas, Nathan

doi:10.1080/01434632.2023.2248078

Journal of Multilingual and Multicultural Development

2023

DOI: 10.1080/01434632.2023.2248078

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Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge

Sihan Zhou,

Daniel Fung,

Nathan Thomas

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Cited by 7 publications

References 66 publications

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L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Zhou,

Xu,

Thomas

2024

System

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L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Zhou,

Xu,

Thomas

2024

System

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To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context

Zhou,

Thomas

2023

Language and Education

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Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong

Chung,

Wan,

Fung

2024

Int J App Linguistics

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The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs regarding their academic vocabulary learning (AVL) can provide educators with insights into the teaching strategies that effectively address the difficulties learners encounter. Accordingly, this mixed‐methods study examined the beliefs of 172 first‐year ESL undergraduates in Hong Kong regarding their AVL. Quantitative findings indicated that although students generally recognised the importance of developing academic vocabulary, their beliefs about their competence and effective learning methods varied. The students’ English proficiency level was also found to be associated with their beliefs. An analysis of open‐ended responses further revealed that the students faced challenges related to the infrequent occurrence of academic vocabulary in non‐academic contexts, its complex nature, as well as the difficulty of retaining newly learned words. The paper concludes by discussing pedagogical implications and directions for future research.

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Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge

Cited by 7 publications

References 66 publications

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context

Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong

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