EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables

Mengxia Kong, Rining Wei*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

35 Citations (Scopus)

Abstract

In China, as in much of the EFL world, English-medium instruction (EMI) at tertiary level has received increasing scholarly attention. Although EMI in the Chinese context has been examined from different perspectives, most studies investigating attitudes have examined the influence using a small number of sociobiographical variables. Furthermore, the relevant studies often reveal methodological limitations (e.g. failure to use effect sizes). To overcome these limitations, the present study examined the attitudes toward EMI of learners at six Chinese tertiary institutions and the influence of selected sociobiographical variables on their attitudes. Five previously-examined variables were used, together with two other under-studied ones, viz. perceived unfairness and perceived threat associated with the English language, thereby broadening the research scope of this line of inquiry. The participants reported slightly favourable attitudes toward EMI. Regression analysis identified ‘perceived unfairness’ and ‘university’ as statistically significant predictors for EMI attitudes. Policy and research implications were discussed.

Original languageEnglish
Pages (from-to)44-51
Number of pages8
JournalLinguistics and Education
Volume52
DOIs
Publication statusPublished - Aug 2019

Keywords

  • Bilingual education
  • Effect size
  • English-medium instruction
  • Reliability
  • Stakeholders’ attitudes
  • Validity

Fingerprint

Dive into the research topics of 'EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables'. Together they form a unique fingerprint.

Cite this