دورية أكاديمية
What Drives Success in English Medium Taught Courses? The Interplay between Language Proficiency, Academic Skills, and Motivation
| العنوان: | What Drives Success in English Medium Taught Courses? The Interplay between Language Proficiency, Academic Skills, and Motivation |
|---|---|
| اللغة: | English |
| المؤلفون: | Rose, Heath (ORCID |
| المصدر: | Studies in Higher Education. 2020 45(11):2149-2161. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English for Special Purposes, Second Language Learning, Language of Instruction, Language Proficiency, Academic Language, Academic Achievement, Learning Motivation, Predictor Variables, Business Administration Education, College Students, Student Attitudes, Language Tests, Foreign Countries |
| مصطلحات جغرافية: | Japan |
| Assessment and Survey Identifiers: | Test of English for International Communication |
| DOI: | 10.1080/03075079.2019.1590690 |
| تدمد: | 0307-5079 |
| مستخلص: | This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven students. Proficiency test and subject exam scores revealed that knowledge of English language and academic English skill were statistically significant predictors of success in EMI, suggesting that lower proficiency students require more targeted language support in order to increase their likelihood of success. A motivation measure did not correlate with higher grades, contradicting research in language learning contexts. Interview data uncovered the multi-faceted nature of 'success in EMI' suggesting that students see success as a combination of final grades, lecture comprehension, English language proficiency gains, and long-term career advancement. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1275101 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0307-5079 |
|---|---|
| DOI: | 10.1080/03075079.2019.1590690 |