SHS Web Conf.
Volume 168, 20232023 International Conference on Language, Innovative Education and Cultural Communication (CLEC 2023)
|Number of page(s)||4|
|Section||Language Curriculum Analysis and Educational Innovation|
|Published online||18 May 2023|
Immerse or rescue?——The effects of using the first language in EMI class
1 Asia-Australia Business College, Faculty of Economics, Liaoning University, 110036 Shenyang, China
2 Sun Wah International Business School, Faculty of Economics, Liaoning University, 110036 Shenyang, China
* Corresponding author: firstname.lastname@example.org
Our paper reports a mixed-methods study that explores how the using of first language (L1) in classroom affects content learning in English Medium Instruction (EMI) at a transnational higher education institution located in China. Questionnaires, assessment scores, and semi-structured interview data were collected from undergraduate students in business school. We still cannot conclude English-only instruction is detrimental to content learning compared to bilingual instruction, as the impacts on individual students are different and dynamic. English-only instruction can affect students’ interests and motivations adversely under circumstances. Findings show that English proficiency is an important factor, which can affect students’ content learning through a “confidence-effectiveness” spiral. There is not enough evidence that English-only instruction can improve English proficiency more than bilingual instruction. These results may be relevant for other EMI contexts and the transnational higher education community in general.
© The Authors, published by EDP Sciences, 2023
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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