English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through obje...

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Autores principales:	Teng Lin, Jun Lei
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/2ade0168a50748bda10551940df581f1
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spelling	oai:doaj.org-article:2ade0168a50748bda10551940df581f12021-12-02T02:34:34ZEnglish-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability2158-244010.1177/21582440211061533https://doaj.org/article/2ade0168a50748bda10551940df581f12021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211061533https://doaj.org/toc/2158-2440English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through objective measures. The present study addresses this gap by examining whether students taught in English at a university in China perform differently in a business course from their counterparts taught in Chinese and how English-taught students’ English proficiency and academic ability (as measured by grade point average) relate to their EMI academic outcomes. The study employed a quasi-experimental design and adopted inter-translated versions of the same syllabus, textbook, class materials, and exam paper for the English- and Chinese-medium classes. It found no significant differences in students’ academic outcomes (i.e., total score, assignment, participation, and final exam) between the English- and the Chinese-taught classes. It also showed that both English proficiency and academic ability were statistically significant predictors of English-taught students’ academic outcomes with academic ability being a much stronger predictor than English proficiency. These findings add to a growing but still limited body of evidence on the impacts of EMI on content learning and point to several important implications for EMI.Teng LinJun LeiSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Teng Lin Jun Lei English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
description	English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through objective measures. The present study addresses this gap by examining whether students taught in English at a university in China perform differently in a business course from their counterparts taught in Chinese and how English-taught students’ English proficiency and academic ability (as measured by grade point average) relate to their EMI academic outcomes. The study employed a quasi-experimental design and adopted inter-translated versions of the same syllabus, textbook, class materials, and exam paper for the English- and Chinese-medium classes. It found no significant differences in students’ academic outcomes (i.e., total score, assignment, participation, and final exam) between the English- and the Chinese-taught classes. It also showed that both English proficiency and academic ability were statistically significant predictors of English-taught students’ academic outcomes with academic ability being a much stronger predictor than English proficiency. These findings add to a growing but still limited body of evidence on the impacts of EMI on content learning and point to several important implications for EMI.
format	article
author	Teng Lin Jun Lei
author_facet	Teng Lin Jun Lei
author_sort	Teng Lin
title	English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
title_short	English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
title_full	English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
title_fullStr	English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
title_full_unstemmed	English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
title_sort	english-medium instruction and content learning in higher education: effects of medium of instruction, english proficiency, and academic ability
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/2ade0168a50748bda10551940df581f1
work_keys_str_mv	AT tenglin englishmediuminstructionandcontentlearninginhighereducationeffectsofmediumofinstructionenglishproficiencyandacademicability AT junlei englishmediuminstructionandcontentlearninginhighereducationeffectsofmediumofinstructionenglishproficiencyandacademicability
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English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

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