English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-05-13 DOI:10.1002/tesq.3334

Andrew Jarvis

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引用次数: 0

Abstract

This study used the concept of desire in language learning to explore the first‐year English journeys of undergraduates at an English‐medium instruction (EMI) university in Hong Kong. Desire in language learning is an underexplored area in EMI research but a relevant concept for gaining a multilayered picture of the incentives and pressures of English. Using a collaborative research design, the study offers an account of 10 first‐year students with an IELTS band of approximately 5.5, lower than the institution's average. Thirty written reflections and 30 semi‐structured interviews formed the main data collection, gathered over the academic year. Thematic analysis showed that the learners desired more connection and confidence with English so that they could access academic and professional opportunities and identities. They desired a new English experience in which they could interact authentically and gain acceptance of their English skills. They encountered pressure and frustration with the EMI experience, ultimately making compromises in their imagined trajectories with English. Their strong desires for English, however, remained intact. The study shows the need for a well‐architected English experience for universities to fulfill the promises of EMI, especially for learners in the lower bands of English proficiency expected for EMI study.

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英语教学大学的英语愿望：香港大学一年级学生的英语学习历程

本研究使用语言学习中的渴望这一概念来探讨香港一所英语教学（EMI）大学的本科生第一年的英语学习历程。在以英语为教学语言的大学的研究中，语言学习中的欲望是一个未被充分探索的领域，但这一概念对于多层次地了解英语学习的动力和压力具有重要意义。本研究采用合作研究设计，介绍了 10 名雅思成绩约为 5.5 分（低于学校平均水平）的一年级学生的情况。30 篇书面反思和 30 次半结构式访谈构成了主要的数据收集，收集时间跨度为一学年。专题分析表明，学习者希望与英语有更多的联系，对英语有更多的信心，这样他们才能获得学术和职业机会，获得身份认同。他们希望获得一种新的英语体验，在这种体验中，他们可以进行真实的互动，并获得对其英语技能的认可。他们在 EMI 体验中遇到了压力和挫折，最终在他们想象中的英语轨迹上做出了妥协。然而，他们对英语的强烈渴望仍然没有改变。这项研究表明，大学需要精心设计英语体验，以实现 EMI 的承诺，特别是对于 EMI 学习所期望的较低英语水平段的学习者而言。

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

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.