Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers

By K. Lueg, R. Lueg. 2015

94 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e61a0b01f34a3e97659e3e926b801bd7a7c166f1

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. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. Mustafa Akıncıoğlu
6. E. Macaro
7. Y. Lo
8. N. Kelly

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. Mustafa Akıncıoğlu
6. E. Macaro
7. Y. Lo
8. S. Graham

Citations in the corpus

• Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables (2018, background): “These drivers are in line with studies (Lueg and Lueg 2015; Hu, Li, and Lei 2014) showing that a major force propelling the development of EMI is internationalisation and student mobility.”
• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “While perceived benefits of EMI remain highly context-specific, researchers around the world have also suggested numerous driving forces behind the growth of EMI that are common across the contexts (Hu, Li & Lei, 2014; Kunioshi, Noguchi, Tojo & Hayashi, 2016; Lueg & Lueg, 2015).”