Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme
By Wen-hsien Yang. 2015
127 citations recorded by the source corpus.
Subfields: Electronic, Optical and Magnetic Materials, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/034b61f66d4ebddd7108e323ebccb0d46eec1ac5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Electronic, Optical and Magnetic Materials
- Julie Dearden
- Jiangshan An
- Jack K. H. Pun
- A. Jiang
- Lawrence Jun Zhang
- D. Lasagabaster
- E. Macaro
- Samantha Curle
In Literature and Literary Theory
- Samantha Curle
- E. Macaro
- Jack K. H. Pun
- Lawrence Jun Zhang
- D. Lasagabaster
- Julie Dearden
- Jiangshan An
- A. Jiang
Citations in the corpus
- Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019, background): “Some researchers found that EMI has developed student’s general English proficiency (Rogier 2012; Yang 2015), whereas others suggested little improvement (e.”
- The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “EMI has been found to help improve students’ English competence (DaltonPuffer, 2011; Yang, 2015), it also fosters learners’ mobility and employability (Wächter & Maiworm, 2014), and it is believed to be a powerful motivator factor for English learning (Doiz, Lasagabaster, & Sierra, 2014; Yang,…”
- A systematic review of English medium instruction in higher education (2017, methodology): “The Saudi Ministry of Education identified English language proficiency as one of its key eleven goals (MOE 2013) and it is of note that most universities in Saudi Arabia use EMI (Jawhar 2012; McMullen 2014).”