Predictors of English Medium Instruction academic success in Vietnamese Higher Education

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2023-10-01 DOI:10.1515/cercles-2023-2029

Duy Van Vu

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引用次数: 0

Abstract

Abstract Recent research has investigated predictors of English Medium Instruction (EMI) academic success in Higher Education in various contexts; however, mixed findings have been reported, and empirical research in emerging contexts like Vietnam is relatively scarce. In addition, little is known about the associations between tertiary EMI outcome, gender, and high school performance. To fill these research gaps, the present study was conducted to explore the roles of gender, high school grades, English language proficiency and vocabulary knowledge (both receptive and productive knowledge) in Vietnamese tertiary EMI academic achievement. To this end, 78 Vietnamese undergraduates majoring in business studies participated in the study. The participants took the Vocabulary Levels Test (Schmitt et al. 2001) and Productive Vocabulary Levels Test (Laufer and Nation 1999) to measure their receptive and productive vocabulary knowledge. Their English language proficiency test scores, EMI course grades, and high school grade point average (GPA) were also collected for data analysis. Simple linear regression analyses revealed that high school GPA, English language proficiency together with both receptive and productive vocabulary knowledge significantly predicted EMI academic outcome while gender did not. The results are discussed with implications for EMI in Higher Education.

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越南高等教育英语教学学业成功的预测因素

最近的研究调查了不同背景下高等教育英语媒介教学(EMI)学业成功的预测因素;然而，报告的结果好坏参半，在越南等新兴背景下的实证研究相对较少。此外，我们对第三代EMI结果、性别和高中表现之间的关系知之甚少。为了填补这些研究空白，本研究旨在探讨性别、高中成绩、英语语言能力和词汇知识(包括接受性知识和生产性知识)在越南高等教育EMI学业成就中的作用。为此，78名越南商科专业本科生参与了研究。被试采用词汇水平测试(Schmitt et al. 2001)和生产性词汇水平测试(Laufer and Nation 1999)来衡量他们的接受性词汇知识和生产性词汇知识。他们的英语能力测试成绩、EMI课程成绩和高中平均绩点(GPA)也被收集起来进行数据分析。简单的线性回归分析显示，高中GPA、英语语言能力以及接受性和生产性词汇知识对EMI学业成绩有显著的预测作用，而性别对EMI学业成绩没有显著的预测作用。研究结果对高等教育中EMI的影响进行了讨论。

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

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.