Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Autor/inn/en	Nurshatayeva, Aizat; Page, Lindsay C.
Titel	Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 1, S.92-120 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1652711
Schlagwörter	Language of Instruction; English (Second Language); Outcomes of Education; Educational Trends; Global Approach; College Students; Selective Admission; Foreign Countries; Computer Science Education; Grouping (Instructional Purposes); Academic Ability; Academic Failure; Graduation; Dropouts; School Holding Power; Grade Point Average; Asia + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Bildungsentwicklung; Globales Denken; Collegestudent; Bildungsselektion; Ausland; Computer science lessons; Informatikunterricht; Grouping; Gruppenbildung; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Asien
Abstract	English-only college education in non-English speaking countries is a rapidly growing phenomenon that has been dubbed as the most important trend in higher education internationalization. Despite worldwide popularity, there is little empirical evidence about how the transition to English-only instruction affects students' academic outcomes. Using a natural experiment at a selective university in Central Asia and a difference-in-differences strategy, we estimate the causal effect of switching to English-only instruction on students' college outcomes. We find that the introduction of English-only instruction led to a decrease of GPAs and probability of graduation and an increase in the number of failed course credits. Although negative, the effects were short-lived. The difference-in-differences estimates and the examination of potential mechanisms suggest that at least in selective universities in non-English speaking countries, the switch to English-only instruction may affect college outcomes negatively at the time of transition but may not necessarily imply longer-run negative effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01