Examining the relationships between medium of instruction in secondary education and learners’ academic achievement and perceptions in English-medium tertiary education

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-06-25 DOI:10.1080/0309877X.2023.2226067

Art Tsang, B. Y. Dang

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Abstract

ABSTRACT Against the backdrop of internationalisation of education and the emergence of English as a global language, medium of instruction (MOI) has long been a controversial issue globally. The present study examined the relationships between secondary-level MOI (English, EMI; Chinese, CMI) and learners’ tertiary-level academic achievement and perceptions. 434 tertiary-level business, science, and social science students in Hong Kong completed a survey and 18 of them also attended an interview. An overall significant difference was found in tertiary-level academic achievement between the EMI and CMI students. Significant differences were also found in their self-rated performance in and preferences for some but not all kinds of assessments. When analysed by tertiary-level disciplines, business students showed no differences while science students showed some, and social science students showed the greatest differences between the CMI and EMI groups. The interviewees highlighted academic and psychological challenges facing CMI students. Implications for educators and researchers are discussed.

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中等教育教学语言与英语高等教育学习者学业成就和认知之间的关系研究

摘要在教育国际化和英语作为一种全球性语言出现的背景下，教学语言（MOI）长期以来一直是一个全球性的争议问题。本研究考察了中学教学语言（英语、EMI、汉语、CMI）与学习者的大学学业成绩和认知之间的关系。434名香港三级商务、科学和社会科学专业的学生完成了一项调查，其中18人还参加了面试。EMI和CMI学生在高等教育水平上的学业成绩总体上存在显著差异。他们在某些但并非所有类型的评估中的自评表现和偏好也存在显著差异。在按高等教育水平学科进行分析时，CMI和EMI组之间，商科学生没有表现出差异，而理科学生表现出一些差异，而社会科学学生表现出最大的差异。受访者强调了CMI学生面临的学术和心理挑战。讨论了对教育工作者和研究人员的启示。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.