Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective

Li, Chili; Ruan, Zhoulin

doi:10.1016/j.system.2015.08.010

Cited by 49 publications

(43 citation statements)

References 25 publications

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“…For example, teachers need to pay attention to the teaching methods they apply into their English class so that students could be motivated. In addition, as unclear study goal is found to be an important demotivator, it is necessary for teachers to cultivate students' belief about the benefit of participating in extracurricular activities for English study so that the students come to generate interest in English learning (Li & Ruan, 2015). An interest in English and English class would help students become clear about their goal and maintain their efforts in learning English.…”

Section: Resultsmentioning

confidence: 99%

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

Li¹,

Zhou²

2017

ELT

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This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors (lack of intrinsic interest, experience of failure and lack of confidence, and unclear study goal) and external factors (teaching material, teaching process and teaching content, significant others, teachers' teaching competence and attitude of teachers, the relationship between teachers and students, teaching facilities and teaching environment). External factors are found to be more influential than internal ones in the participants' demotivation to learn English. The current study adds to the literature in that unclear study goal is an important demotivator in Chinese local non-key university EFL students' English study. The findings of this study will enrich the research of demotivation to learn English, and to provide an empirical basis for the needs analysis in English class and curriculum reform, as well as to provide reference for implementing central and local education policies.

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Section: Resultsmentioning

confidence: 99%

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

Li¹,

Zhou²

2017

ELT

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“…The study also reported that the majority of learners enjoyed the lessons and activities in CLIL settings, clearly understood the learning objectives, and were confident about their progress in their learning. Li and Ruan (2015) indicated that learners' beliefs underwent significant changes after CLIL practices, including changes in assessment, teachers' roles, the relationship between subjects and the target language, and the learners' involvement in extracurricular activities.…”

Section: Students' Perceptions Of Clilmentioning

confidence: 99%

The Effects of Elementary Students’ Science Learning in CLIL

Huang¹

2020

ELT

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The purpose of this study was to explore the effects of students’ science learning in Content and Language Integrated Learning (CLIL) at one elementary school in Taiwan. This study investigated student perceptions of both the content and language achievement of science learning in CLIL. Data collection techniques included graphic organizers, individual interviews, students’ self-assessment, and students’ tests. Findings showed that CLIL helped enrich student vocabulary size, foster student science knowledge, and lead them to expect to learn other subjects in English. They also enjoyed the CLIL approach, but expressed limited knowledge about the school flower.

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“…One study on the relationship between the adoption of learning strategies and CLIL in Chinese-speaking contexts is Li and Ruan's (2015) research on Mainland Chinese CLIL/EMI learners' beliefs regarding English learning. Their study found that the learners' beliefs about how English should be learnt in CLIL environments changed significantly.…”

Section: Relation Between Clil and Lls/sillmentioning

confidence: 99%

“…Several researchers have therefore recommended that CLIL practitioners encourage strategies which create greater opportunities for communication with peers and teachers to facilitate meaningful communication and negotiation of meaning in CLIL/EMI classrooms (e.g. Dafouz, Llinares, & Morton, 2010;Li & Ruan, 2015).…”

Section: Relation Between Clil and Lls/sillmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

show abstract

Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective

Cited by 49 publications

References 25 publications

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English

The Effects of Elementary Students’ Science Learning in CLIL

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

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