The Role of Graduate Students' Learning Strategies in Reducing Their English Medium Instruction Avoidance: The Mediation Effect of Language Anxiety

Autor/inn/en	Tai, Tien-En; Tang, Chia Wei
Titel	The Role of Graduate Students' Learning Strategies in Reducing Their English Medium Instruction Avoidance: The Mediation Effect of Language Anxiety
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 2, S.368-384 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Chia Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1777937
Schlagwörter	Graduate Students; Student Attitudes; Business Administration Education; Asians; Correlation; Learning Strategies; Anxiety; Language of Instruction; Language Proficiency; English for Special Purposes; Second Language Learning; Critical Thinking; Difficulty Level; Questionnaires; Foreign Countries; Taiwan; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angst; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Kritisches Denken; Schwierigkeitsgrad; Fragebogen; Ausland
Abstract	In Asia, in order to keep up with internationalization, the English-Medium Instruction (EMI) course has become a phenomenon in higher education. In turn, EMI literature has increasingly focused on the role of instructor's pedagogy in reducing students' negative response to EMI courses. Additionally, we further explore, from the students' perspective, whether students can reduce their anxiety about learning in English by adopting varied learning strategies while reducing their avoidance of EMI courses. A questionnaire survey was conducted in spring 2018; 208 postgraduate students from 15 different EMI courses in the School of Business Administration of a Taiwanese University participated in this study. We used partial least-squares structural equation modelling (PLS-SEM) to explore the relationship between learning strategies, English anxiety, and EMI avoidance, while regarding English proficiency as a controlled variable. The results indicate that English anxiety has a positive relationship to EMI avoidance; critical thinking has a negative relation to English anxiety; effort regulation has a negative relation to EMI avoidance, and English anxiety mediates the relationship between critical thinking and EMI avoidance. General principles are drawn from these findings and are discussed as they apply to the teaching of EMI classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01