Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency

Exploring the role of self-efficacy beliefs and learner success in English medium instruction

“…Our results indicate that self-efficacy is a direct predictor of EMI success, alongside L2 ability and preparatory performance (shown elsewhere, see . This finding is in alignment with results emerging from the wider field, as self-efficacy beliefs have been found to predict achievement for bilingual students carrying out academic studies in a second language (e.g., Roo et al, 2018). Results also support the contention that self-efficacy beliefs are stronger predictors of performance in comparison to domain-level self-concept beliefs (Bandura, 1997;Pajares & Miller, 1994), and that self-belief measures with greater specificity are more predictive of performance (Bong et al, 2012).…”

“…However, few studies have investigated the role of self-beliefs as predictors of success in EMI programs. Research from somewhat similar contexts (e.g., with English as a Second Language [ESL] and bilingual English secondary school students studying Science via English, see Ardasheva, Carbonneau, Roo, & Wang, 2018;Roo et al, 2018) has found that self-beliefs (alongside L2 ability) influence vocabulary learning and achievement. The current study was carried out to investigate whether such relationships may also be present for EMI university learners studying within a bilingual program.…”

“…Other variables, such as self-concept, self-efficacy, and motivational selfconstructs (e.g., Ideal L2 Self, see Lasagabaster, 2016) may directly or indirectly influence student performance. Although few studies have examined self-beliefs as predictors of EMI success, extant research from the wider education field indicates that self-efficacy (Roo, Ardasheva, Newcomer, & Vidrio Magaña, 2018;Liu et al, 2018;Liu, Gao, & Ping, 2019) and self-concept (Bong, Cho, Ahn, & Kim, 2012, 1999Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014) beliefs have significant, predictive relationships with student performance (Chao, McInerney, & Bai, 2019). This study responds to calls for research into factors that predict academic success in EMI contexts (e.g.…”

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

“…Giving students tools to address the academic language needed to achieve the genre is just as important as the genre itself. Giving students practice with academic language will aid them in being able to add the content terminology (an important predictor of achievement; Roo, Ardasheva, Newcomer, & Magaña, ), once they have the genre structure. Providing students with model texts and explaining how to use them engages students in the deconstruct, co‐construct, construct process often employed in SFL pedagogies.…”