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

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 stud...

Full description

Saved in:
Bibliographic Details
Published in:Sustainability Vol. 13; no. 10; p. 5637
Main Authors: Peng, Jian-E, Xie, Xiaowen (Serina)
Format: Journal Article
Language:English
Published: Basel MDPI AG 18.05.2021
Subjects:
Academic achievement
Academic disciplines
Attitudes
Bilingual education
Bilingualism
Chinese languages
Classrooms
English as a second language
English as a second language instruction
English as a second language teaching methods
English for academic purposes
English language
Globalization
Higher education
Learning
Medical students
Meta-analysis
Pedagogy
Perceptions
Research design
Self report
Students
Sustainable development
Teaching
China
ISSN:2071-1050, 2071-1050
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2071-1050
2071-1050
DOI:10.3390/su13105637