Students' Attitudes toward Language Learning and Use in English-Medium Instruction (EMI) Environments: A Mixed Methods Study
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| Title: | Students' Attitudes toward Language Learning and Use in English-Medium Instruction (EMI) Environments: A Mixed Methods Study |
|---|---|
| Language: | English |
| Authors: | Rui Yuan (ORCID |
| Source: | Journal of Multilingual and Multicultural Development. 2025 46(2):244-261. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Language Attitudes, Second Language Learning, English (Second Language), Language of Instruction, Learning Motivation, College Students, Foreign Countries, Code Switching (Language), Positive Attitudes, Curriculum Design |
| Geographic Terms: | China |
| DOI: | 10.1080/01434632.2023.2176506 |
| ISSN: | 0143-4632 1747-7557 |
| Abstract: | Informed by a mixed methods research design, the study investigates the interrelations between students' attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students' language learning attitudes and EMI attitudes due to their strong instrumental and integrative orientation, while the qualitative results further demonstrated the socialising effects of EMI which strengthened the students' positive attitudes and motivation. Additionally, correlated with their instrumental orientation toward EMI, code-switching was deemed highly necessary by the students, but it would need to be carefully planned and implemented together with other instructional strategies and resources to promote effective content learning. Despite the varying attitudes among the students from different backgrounds, the current ideology and discourse surrounding EMI (e.g. linking EMI with academic success and career prospects) might counteract the influences of other personal and contextual factors and sustain the students' positive attitudes. The study concludes with practical implications for EMI teachers and curriculum designers on how to create an effective EMI classroom with reference to students' multiple and dynamic language attitudes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468653 |
| Database: | ERIC |
| Abstract: | Informed by a mixed methods research design, the study investigates the interrelations between students' attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students' language learning attitudes and EMI attitudes due to their strong instrumental and integrative orientation, while the qualitative results further demonstrated the socialising effects of EMI which strengthened the students' positive attitudes and motivation. Additionally, correlated with their instrumental orientation toward EMI, code-switching was deemed highly necessary by the students, but it would need to be carefully planned and implemented together with other instructional strategies and resources to promote effective content learning. Despite the varying attitudes among the students from different backgrounds, the current ideology and discourse surrounding EMI (e.g. linking EMI with academic success and career prospects) might counteract the influences of other personal and contextual factors and sustain the students' positive attitudes. The study concludes with practical implications for EMI teachers and curriculum designers on how to create an effective EMI classroom with reference to students' multiple and dynamic language attitudes. |
|---|---|
| ISSN: | 0143-4632 1747-7557 |
| DOI: | 10.1080/01434632.2023.2176506 |
