‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes
By Emma Dafouz, Mar Camacho, Elena Urquia. 2014
153 citations recorded by the source corpus.
Subfields: Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/79749d1bdfae465f91eeb2be30e180498122e638
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In Literature and Literary Theory
Citations in the corpus
- Language and Content Outcomes of CLIL and EMI: A Systematic Review (2018, background): “Similarly, Dafouz et al. (2014) examined the effect of EMI on Spanish undergraduate students’ academic performance in accounting, finance, and history, and compared their performance across these three disciplinary subjects through coursework and final grades.”
- Engineering lecturers’ views on CLIL and EMI (2017, background): “In the case of Spain, ‘EMI programmes have paradoxically operated from a bottom-up perspective, with individual teachers or departments embarking in EMI on an experimental level’ (Dafouz, Camacho, and Urquía 2014, 227), thus leaving important decisions to lecturers.”
- Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting (2016, background): “One exception is Dafouz et al. (2014) which analysed students’ performance in two types of assessment (coursework and final exam) and concluded that the general tendency for both sets of students (EMI and non-EMI) was to obtain higher results in the coursework than in the final exams.”