What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation
By H. Rose, Samantha Curle, Ikuya Aizawa, Gene Thompson. Studies in Higher Education, 2020
344 citations recorded by the source corpus.
ABSTRACT This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven students. Proficiency test and subject exam scores revealed that knowledge of English language and academic English skill were statistically significant predictors of success in EMI, suggesting that lower proficiency students require more targeted language support in order to increase their likelihood of success. A motivation measure did not correlate with higher grades, contradicting research in language learning contexts. Interview data uncovered the multi-faceted nature of ‘success in EMI’ suggesting that students see success as a combination of final grades, lecture comprehension, English language proficiency gains, and long-term career advancement.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/85f288ceebeed2fa700d0959ccd179d71ad76d3e
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Citations in the corpus
- Success in English Medium Instruction in China: significant indicators and implications (2020, methodology): “Although Rose et al. (2019) investigated (qualitatively) participants’ perceptions of success in EMI in follow-up interviews, it did not explore or reveal the relationship between participants’ perceived success in EMI and their academic success in EMI.”
- Academic language-related challenges at an English-medium university (2021, neutral): “This echoes calls from previous research in other EMI contexts for greater levels of targeted language support in EMI contexts where students language needs are greater (see Chang, Kim & Lee, 2017; Galloway & Ruegg, 2020; Aizawa & Rose, 2020).”
- Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, methodology): “More recently, we carried out a quantitative EMI study that examined the content knowledge of 146 Japanese L1 EMI students majoring in international business at a Japanese university (Rose et al. 2019).”