English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness

Sustainability

Jian-E Peng¹  Xiaowen(Serina) Xie² 

[1] College of Liberal Arts, Shantou University, Shantou City 515063, China;Moray House School of Education and Sport, University of Edinburgh, Edinburgh EH8 8AQ, UK;

关键词: English-medium instruction;    meta-analysis;    effectiveness;    subject content learning;    English learning;   

DOI  :  10.3390/su13105637

来源: DOAJ

【 摘 要 】

With English-medium instruction (EMI) as a pedagogical strategy being practiced worldwide in higher education (HE), extensive research has explored stakeholders’ attitudes toward, and perceived benefits and challenges of EMI based on self-report data. However, the actual effectiveness of EMI on students’ subject content and English language learning achievements tested with objective measures has accrued little evidence. This meta-analysis synthesized 44 independent samples (32 in medical disciplines) from 36 studies. The results show that EMI students performed significantly better in both subject content and English learning than students in Chinese-medium courses, but it should be noted that the difference in content learning was found only with students from medical disciplines. Discipline was the only significant factor moderating content learning, while disciplines, research design, and instruction time in English significantly moderated English learning. The findings provide implications for implementing EMI in similar contexts and highlight the importance of rigorous future research to examine the benefits of EMI.

【 授权许可】

Unknown