Studies in Second Language Learning and Teaching最新文献_第3页

Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success 考察英语语言能力、语言学习焦虑和自我调节技能在EMI学生学业成功中的作用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38280

Dogan Yuksel, Adem Soruç, Barıs Horzum, Jim McKinley

{"title":"Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success","authors":"Dogan Yuksel, Adem Soruç, Barıs Horzum, Jim McKinley","doi":"10.14746/ssllt.38280","DOIUrl":"https://doi.org/10.14746/ssllt.38280","url":null,"abstract":"This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as “proficiency” in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students’ proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students’ academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":" 33","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72384397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to the special issue on English medium instruction: Areas of research needing urgent attention 英语媒介教学专题导论:亟待关注的研究领域

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38274

E. Macaro, H. Rose

引用次数: 1

Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis EMI-CLIL对中学生英语学习的影响:一项多水平元分析

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38277

J. Lee, Hansol Lee, Yuen Yi Lo

引用次数: 0

Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings 内容教师和讲师在高中和大学EMI课程中的纠正反馈

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38282

Ji-yoon Hong

{"title":"Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings","authors":"Ji-yoon Hong","doi":"10.14746/ssllt.38282","DOIUrl":"https://doi.org/10.14746/ssllt.38282","url":null,"abstract":"To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74067201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view EMI科学课堂互动中的教师提问、等待时间与学生产出:跨学科观点

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38283

Jiangshan An, A. Childs

{"title":"Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view","authors":"Jiangshan An, A. Childs","doi":"10.14746/ssllt.38283","DOIUrl":"https://doi.org/10.14746/ssllt.38283","url":null,"abstract":"Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"417 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79621258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception 摩洛哥中学英语媒介教学(EMI):科学教师的认知

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38275

Salah Ben Hammou, Abdelaziz Kesbi

{"title":"English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception","authors":"Salah Ben Hammou, Abdelaziz Kesbi","doi":"10.14746/ssllt.38275","DOIUrl":"https://doi.org/10.14746/ssllt.38275","url":null,"abstract":"The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers’ low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"52 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83963292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka “平稳过渡还是巨大飞跃?”从中等教育向高等教育过渡所带来的挑战与斯里兰卡的EMI有关

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38276

Nadee Mahawattha, Romola Rassool

{"title":"“A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka","authors":"Nadee Mahawattha, Romola Rassool","doi":"10.14746/ssllt.38276","DOIUrl":"https://doi.org/10.14746/ssllt.38276","url":null,"abstract":"Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education – Advanced Level (GCE (A/L) examination, which determines university entry, in their L1. Thus, the majority of students entering state universities do so after receiving their entire education in their L1. At the tertiary level, where many (if not most) degree programs are conducted in the English medium, students struggle to make the transition from Sinhala/Tamil medium instruction to English medium instruction (EMI). This study examines the challenges faced by students and lecturers in three selected state universities due to this language transition. It employs a qualitative research design. Data were collected through official documents and semi-structured interviews with forty academics. Three focus group interviews were conducted with thirty undergraduates. In addition, eighteen non-participant lectures were observed in mainstream classrooms. The findings indicate several structural, institutional, and linguistic challenges on the way to a successful implementation of EMI in state universities and demonstrate that the transition from GCE (A/L) to EMI in universities is a challenging experience for both students and lecturers. We propose that the concept of academic literacies be used as a productive means of supporting undergraduates through their transition to EMI.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135099970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China 中国跨国大学英语教学转型学生自主听力的纵向研究

1区文学

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

Sihan Zhou, Gene Thompson

{"title":"A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China","authors":"Sihan Zhou, Gene Thompson","doi":"10.14746/ssllt.38281","DOIUrl":"https://doi.org/10.14746/ssllt.38281","url":null,"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.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable 解开EMI作为越南高等教育英语熟练程度的预测因子:探索学习者背景作为变量

1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-06-29 DOI: 10.14746/ssllt.38278

An Nguyen

{"title":"Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable","authors":"An Nguyen","doi":"10.14746/ssllt.38278","DOIUrl":"https://doi.org/10.14746/ssllt.38278","url":null,"abstract":"One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students’ English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students’ English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower-income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students’ perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135099660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Positive Psychology in Second and Foreign Language Education 积极心理学在第二外语教育中的应用

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-05-26 DOI: 10.1007/978-3-030-64444-4

Lu Wang, Shi-Min Chen

引用次数: 30