Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test

By D. Yip, W. Tsang, S. P. Cheung. 2003

116 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c19ac2fbbe85c650e3222393e63677809db03b78

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. Y. Lo
2. Jack K. H. Pun
3. E. Macaro
4. Eric Lo
5. Wen-hsien Yang
6. N. Kelly
7. Jennifer Bruen
8. S. Graham

In Literature and Literary Theory

1. Y. Lo
2. Jack K. H. Pun
3. E. Macaro
4. Eric Lo
5. Wen-hsien Yang
6. S. Graham
7. Karen E. Roehr
8. D. Lasagabaster

Citations in the corpus

• Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “…materials, EMI education has been found to have negative effects on content learning, to the extent that both teachers and learners have rejected the principle of EMI (Costa and D’Angelo 2011; Johnson 1997; Li 2013; Marsh, Hau, and Kong 2000; Ripple 1984; Yip, Tsang, and Cheung 2003).”
• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “Here learning requires interactive teaching styles that encourage students to express their views and ask questions, and promote a learning culture based on discussion (Yip and Tsang 2007; Yip, Tsang, and Cheung 2003).”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, result): “As Yip et al. (2003) suggested, studies done before the 1997 compulsory mother tongue policy bore the risk of investigating mixed-code schools, instead of EMI or CMI ones.”