EFL learners' attitudes toward English-medium instruction in China: The influence of sociobiographical variables.
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| Title: | EFL learners' attitudes toward English-medium instruction in China: The influence of sociobiographical variables. |
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| Authors: | Kong, Mengxia1 Taniakmx@163.com, Wei, Rining1,2 Rining.Wei@xjtlu.edu.cn |
| Source: | Linguistics & Education. Aug2019, Vol. 52, p44-51. 8p. |
| Subject Terms: | *English as a foreign language, *Bilingual education, *Postsecondary education, Stakeholders, Regression analysis |
| Abstract: | • The participants reported slightly favourable EMI attitudes. • The influence of 7 sociobiographical variables on EMI attitudes was examined. • The variables included two under-studied ones (e.g. perceived unfairness). • 'Perceived unfairness' and 'university' were important predictors of EMI attitudes. • These predictors respectively explained 13.2% and 3% of the EMI attitudes variance. In China, as in much of the EFL world, English-medium instruction (EMI) at tertiary level has received increasing scholarly attention. Although EMI in the Chinese context has been examined from different perspectives, most studies investigating attitudes have examined the influence using a small number of sociobiographical variables. Furthermore, the relevant studies often reveal methodological limitations (e.g. failure to use effect sizes). To overcome these limitations, the present study examined the attitudes toward EMI of learners at six Chinese tertiary institutions and the influence of selected sociobiographical variables on their attitudes. Five previously-examined variables were used, together with two other under-studied ones, viz. perceived unfairness and perceived threat associated with the English language, thereby broadening the research scope of this line of inquiry. The participants reported slightly favourable attitudes toward EMI. Regression analysis identified 'perceived unfairness' and 'university' as statistically significant predictors for EMI attitudes. Policy and research implications were discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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