Is English-medium instruction effective in improving Chinese undergraduate students' English competence?

By Jun Lei, Guangwei Hu. 2014

196 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/555bbfca5822cf32d6c2e4af55c4f6cb701b576b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Samantha Curle
2. Wanying Xie
3. H. Rose
4. Carol Griffiths
5. Ikuya Aizawa
6. Gene Thompson
7. E. Macaro
8. Adem Soruç

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Wanying Xie
4. Ikuya Aizawa
5. Gene Thompson
6. Carol Griffiths
7. E. Macaro
8. Adem Soruç

Citations in the corpus

• English as a medium of instruction: students’ strategies (2018, result): “Further east, Lei and Hu (2014) question the effectiveness of EMI in China, Byun, Chu, Kim, Park, Kim and Jung (2011) compare the policy with the reality in Korea, while Chapple (2015) surrounding the use of EMI in Zimbabwe.”
• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “A wealth of research evidence has shown that learning content in EMI programmes requires a high level of English proficiency (e.g. Lei & Hu, 2014; Macaro et al., 2018).”
• Academic language-related challenges at an English-medium university (2021, unknown): “There is an ongoing debate in the EMI research literature as to whether the effectiveness of EMI programs should be measured in terms language learning, content learning, or both (e.g. Macaro et al., 2018; Evans, 2002; Hu, Li & Lei, 2014).”
• English medium instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development (2019, background): “…a variety of national sources clear evidence of such an increase: in South Korea (Kim 2017); in Vietnam (Hamid, Nguyen, and Baldauf Jr 2013); in Japan (Tsuneyoshi 2005); in Indonesia (Hamied and Lenkanawati 2018) and in China (Evans and Morrison 2011; Lei and Hu 2014; Jiang, Zhang, and May 2016).”
• Success in English Medium Instruction in China: significant indicators and implications (2020, background): “This study therefore responds to a call by Lei and Hu (2014) and Hu and Duan (2019) for more research on EMI in diverse contexts, particularly in East Asia and China.”