What Happens to Students' English after One Year of English-Medium Course Study at University?

Autor/inn/en	Gan, Zhengdong; Stapleton, Paul; Yang, Chi Cheung Ruby
Titel	What Happens to Students' English after One Year of English-Medium Course Study at University?
Quelle	In: Applied Language Learning, 25 (2015), S.71-91 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Longitudinal Studies; Mixed Methods Research; Higher Education; Language of Instruction; Education Majors; Interviews; Undergraduate Students; Teacher Education; Language Proficiency; Student Attitudes; Student Improvement; Pretests Posttests; Measures (Individuals); Language Tests; Listening Comprehension; Reading Comprehension; Writing Ability; Speech Skills; Hong Kong; International English Language Testing System + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Interviewing; Interviewtechnik; Lehrerausbildung; Lehrerbildung; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Messdaten; Language test; Sprachtest; Hörverständnis; Leseverstehen; Schreibkompetenz; Mündliche Leistung; Sprachfertigkeit; Hongkong; Language tests; Englisch
Abstract	A much under-researched issue in higher education is the extent to which English-medium university courses help students improve their English proficiency in an ESL context. Adopting a longitudinal, mixed methods design in which quantitative and qualitative data were collected and analyzed, the current study tracked English language improvement, or lack thereof, among 33 students over a 12-month segment of a Bachelor of Education degree (B.Ed.) program. The results revealed that on average, student scores showed very slight improvement both overall and across each of the four skill areas, although there was considerable variation among the students in the amount of improvement or lack of improvement made. Analysis of the interview data identified a combination of factors that might influence students' English language development in the B.Ed. program. Important implications of the results for pedagogical practices that facilitate ESL teacher trainees' English language proficiency development are discussed. Although this study took place in Hong Kong, it has value in other contexts where second or foreign language learners study disciplinary content through the target language. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/publications.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01