English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability
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DOI: 10.1177/21582440211061533
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References listed on IDEAS
- Haitao Guo & Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2018. "English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison," Sustainability, MDPI, vol. 10(11), pages 1-17, November.
- Arco-Tirado, J.L. & Fernández-Martín, F. & Ramos-García, A.M. & Littvay, L. & Villoria, J. & Naranjo, J.A., 2018. "A counterfactual impact evaluation of a bilingual program on students’ grade point average at a spanish university," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 81-89.
- Teng Lin & Yuanyue He, 2019. "Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses," Sustainability, MDPI, vol. 11(1), pages 1-18, January.
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Cited by:
- Songcun Zhang & Zuwati Hasim, 2023. "Perceptions and Coping Strategies in English Writing Among Chinese Study-Abroad Graduate Students," SAGE Open, , vol. 13(3), pages 21582440231, July.
- Jingjing Hu & Sihang Yuan & Xuesong (Andy) Gao, 2022. "Students’ Writer Identities and Writing Practice in Tertiary English-Medium Instruction in China," Sustainability, MDPI, vol. 14(22), pages 1-15, November.
- Shuting (Alice) Sun & Chris Davison, 2023. "University Preparation Programs in Australia: International Student Perspectives," SAGE Open, , vol. 13(2), pages 21582440231, June.
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Keywords
academic ability; academic outcomes; content learning; English-medium instruction; English proficiency;All these keywords.
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