Effects of English-Medium Instruction on Spanish Students' Proficiency and Lexical Diversity in English

Autor/inn/en	Vidal, Karina; Jarvis, Scott
Titel	Effects of English-Medium Instruction on Spanish Students' Proficiency and Lexical Diversity in English
Quelle	In: Language Teaching Research, 24 (2020) 5, S.568-587 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vidal, Karina) ORCID (Jarvis, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818817945
Schlagwörter	Language of Instruction; Second Language Learning; Higher Education; English (Second Language); Competition; Language Tests; Student Placement; Scores; Writing Evaluation; Rating Scales; Guidelines; Undergraduate Students; Foreign Countries; Language Proficiency; Essays; Vocabulary Development; Content Area Writing; Language Usage; Writing Tests; Spain + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Wettkampf; Language test; Sprachtest; Schülerpraktikum; Rating-Skala; Richtlinien; Ausland; Language skill; Language skills; Sprachkompetenz; Essay; Aufsatzunterricht; Wortschatzarbeit; Schriftliche Übung; Sprachgebrauch; Writing test; Schreibtest; Spanien
Abstract	Within higher education, it is often believed that the adoption of English-medium instruction (EMI) will provide domestic students with the language skills that will enable them to be more competitive in their future professional pursuits. However, research into language learning and EMI at the university level is very scarce. This study examined essays by 195 undergraduate students (99 1st-year and 96 3rd-year learners) at a major university in Spain in order to investigate the effect of three years of instruction through the medium of English on their level of proficiency, essay quality and lexical diversity (as measured by the Oxford Placement test, the CEFR writing scale and three measures of lexical diversity). The results showed a significant improvement in the learners' second language (L2) proficiency and a significant but subtle increase in essay quality ratings but no significant increase in lexical diversity scores. In the same vein as the findings of some of the other studies we discuss, the present findings seem to suggest the need to rethink and re-evaluate the implementation of EMI in contexts like the one examined in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01