A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI:10.14746/ssllt.38281

Sihan Zhou, Gene Thompson

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引用次数: 2

Abstract

Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.

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中国跨国大学英语教学转型学生自主听力的纵向研究

对于从第一语言(L1)指导的中学过渡到大学英语媒介教学(EMI)教室的学生来说，听学术内容是一项艰巨的任务。这项纵向混合方法研究分析了316名学生在进入中国东南部一所EMI跨国大学后的第一学期初、中期和期末的数据。问卷调查结果显示，随着时间的推移，学生的听力策略发生了显著的变化，随着内容难度的增加，学生的深度加工认知策略显著下降。相反，两种元认知策略(解决问题，计划评估)在下半学期显著增加。根据Zimmerman(2000)的社会认知自我调节学习(SRL)模型，对34名参与者进行的半结构化访谈的主题分析显示，学生在整个学期中普遍形成了一种更自上而下的倾听方法，专注于内容学习，在中期“分水岭”时刻之后，他们在战略和自我调节过程中变得更有选择性。研究结果强调了结构化主题知识在EMI课程设计中的重要性，以及在语言支持计划中进行策略培训的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.