Exploring and Assessing Effectiveness of English Medium Instruction Courses: The Students’ Perspectives
By Da-Fu Huang. 2015
91 citations recorded by the source corpus.
Abstract This paper investigates students’ perceptions of the English medium instruction courses at Southern Taiwan University of Science & Technology (STUST) in terms of their learning motivation, learning anxiety, and learning achievement. 157 students, including 93 local and 64 foreign students, participated in the study by completing a self-assessment questionnaire on EMI course taking experiences. A quantitative method was employed to analyze data, performing statistical procedures of descriptive statistics, independent-samples t-tests, and Pearson correlation using SPSS 17.0. The major findings of the study are as follows: (1) most participants were motivated to take EMI courses to strengthen English ability and professional knowledge, (2) most participants agreed with the helpfulness of EMI courses, (3) interactions with students of other nationalities motivated learning, (4) major anxiety experienced by local students stemmed from self-perceived low English proficiency, (5) there exists significant reverse association between learning anxiety and achievement or motivation, and (6) there exists significant differences between local and international students in measures of motivation, anxiety, and achievement.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/4fe463f81ed47b03444196e0f8218b19a830f065
How researchers see this paper
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In Language and Linguistics
- A. Jiang
- Lawrence Jun Zhang
- Lin Sophie Teng
- R. Erlam
- Aijiao Wu
- Christine Goh
- (Mark) Feng Teng
- Hossein Tavakoli
In Literature and Literary Theory
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.g. Hu, Li, and Lei 2014), or improvement only in certain specific skills such as listening or grammar (Ament and Pérez-Vidal 2015; Huang 2015).”