ORCID Profile
0000-0002-1815-5938
Current Organisation
The Chinese University of Hong Kong Faculty of Education
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Publisher: Informa UK Limited
Date: 22-05-2023
Publisher: Adam Mickiewicz University Poznan
Date: 29-06-2023
DOI: 10.14746/SSLLT.38281
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.
Publisher: Informa UK Limited
Date: 12-08-2023
Publisher: Oxford University Press (OUP)
Date: 21-12-2021
DOI: 10.1093/ELT/CCAB082
Abstract: This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials.
Publisher: SAGE Publications
Date: 10-07-2021
DOI: 10.1177/00336882211020032
Abstract: This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via in idual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.
Location: Hong Kong
Location: Hong Kong
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for SIHAN ZHOU.