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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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  • Teng Lin
  • Jun Lei

Abstract

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.

Suggested Citation

  • Teng Lin & Jun Lei, 2021. "English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability," SAGE Open, , vol. 11(4), pages 21582440211, November.
  • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211061533
    DOI: 10.1177/21582440211061533
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. 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:

    1. 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.
    2. 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.
    3. 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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