Examining the Relationships between Medium of Instruction in Secondary Education and Learners' Academic Achievement and Perceptions in English-Medium Tertiary Education

Autor/inn/en	Tsang, Art; Dang, Beatrice Yan-Yan
Titel	Examining the Relationships between Medium of Instruction in Secondary Education and Learners' Academic Achievement and Perceptions in English-Medium Tertiary Education
Quelle	In: Journal of Further and Higher Education, 47 (2023) 6, S.769-781 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2226067
Schlagwörter	Correlation; Language of Instruction; Secondary Education; Higher Education; English (Second Language); Second Language Learning; Academic Achievement; Psychological Patterns; Barriers; Student Attitudes; Undergraduate Students; Chinese; Business Administration Education; Science Education; Social Sciences; Majors (Students); Comparative Analysis; Self Evaluation (Individuals); Foreign Countries; Preferences; Language Attitudes; Test Format; Hong Kong + Suchen Sie Ihr Suchwort? Korrelation; Teaching language; Unterrichtssprache; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Schülerverhalten; China; Chinesen; Naturwissenschaftliche Bildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Sprachverhalten; Testentwicklung; Hongkong
Abstract	Against the backdrop of internationalisation of education and the emergence of English as a global language, medium of instruction (MOI) has long been a controversial issue globally. The present study examined the relationships between secondary-level MOI (English, EMI; Chinese, CMI) and learners' tertiary-level academic achievement and perceptions. 434 tertiary-level business, science, and social science students in Hong Kong completed a survey and 18 of them also attended an interview. An overall significant difference was found in tertiary-level academic achievement between the EMI and CMI students. Significant differences were also found in their self-rated performance in and preferences for some but not all kinds of assessments. When analysed by tertiary-level disciplines, business students showed no differences while science students showed some, and social science students showed the greatest differences between the CMI and EMI groups. The interviewees highlighted academic and psychological challenges facing CMI students. Implications for educators and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01