Medium of instruction in Hong Kong universities: the mis-match between espoused theory and theory in use

Li, Natalia; Leung, Doris Y. P.; Kember, David

doi:10.1016/s0952-8733(01)00021-6

Cited by 34 publications

(32 citation statements)

References 2 publications

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“…Alternative allocation systems may also have to be explored. More importantly, it is realized that any mis-match between policy and practice should better be tackled through formal and informal educational settings (Li et al 2001). By any means, it is of paramount importance for policy-makers to constantly scrutinize and survey the system so that it can accommodate the diverse needs of students.…”

Section: Discussionmentioning

confidence: 99%

The impact of the medium of instruction: The case of teaching and learning of computer programming

Lau

Yuen

2010

Educ Inf Technol

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Despite the seemingly good prospects in the Information Technology (IT) industry, the expected number of students who are interested in the relevant subjects has been limited. While numerous studies have explored the influence of various variables on programming course participation and performance at a personal level, there have been few studies conducted at a policy level. This study examined the impact of the medium of instruction (MOI) on student learning of computer programming in Hong Kong. It also examined the effects of gender and prior academic ability on programming performance. No gender differences in programming performance were found in the sample after prior academic ability was controlled. Prior academic ability affected performance differentially. Chinese-medium instructed students tended to outperform their English-medium instructed counterparts and middle and low-ability students in English-medium schools were notably at-risk. In view of these results, we argue that the MOI issue is further complicated by student ability. This provides a new understanding of the impact of the MOI on student learning. At a policy level, the results offer empirical evidence for policy-makers to rethink the current MOI policy. At a school level, we propose some metacognitive and cognitive strategies to address the needs of those atrisk learners. Finally, we intend to raise a series of questions that warrant further discussion and investigation.Keywords Medium of instruction . Gender differences . Student ability . Second language learners . Computer programming BackgroundInformation and Communication Technology (ICT) is one of the key indicators of economic development for almost any economy in the world. While various govern-

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Section: Discussionmentioning

confidence: 99%

The impact of the medium of instruction: The case of teaching and learning of computer programming

Lau

Yuen

2010

Educ Inf Technol

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“…Some studies (Byun et al, 2011;Gerber, Engelbrecht, Harding, & Rogan, 2005;Li, Leung, & Kember, 2001) analyze students' perceptions of performance in EMI courses in higher education. Other scholars examine the perspectives of instructors (Yeh, 2013) and students (Chang, 2010;Huang, 2009;Tzou, 2014;Wu, 2006;Yeh, 2014) in learning experiences, perceptions of learning, and learning behaviors.…”

Section: Introductionmentioning

confidence: 99%

An EMI Pedagogy That Facilitates Students' Learning

Chuang

2015

ELT

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In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.

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“…As well as focusing on students with disabilities, educational reform in Hong Kong is also responding to society's concern about the medium of instruction (Li et al 2001;Phillipson 2005), civic education (Cheung et al 2004), moral education (Keung and Ho 2004), gifted students (Phillipson et al in press), ethnic minorities (Heung 2006), as well as the role of higher education (Chan 2007;Lam 2007). The pressure on Hong Kong students to achieve academically is substantial for cultural and social reasons.…”

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What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong?

Lam

Phillipson

2009

Educ Res Policy Prac

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In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement level. Four hundred and ten students across Primary 3-5 responded to four instruments measuring academic self-concept, alienation from school, teacher-students relationship, and social integration. The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement. On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students.

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Medium of instruction in Hong Kong universities: the mis-match between espoused theory and theory in use

Cited by 34 publications

References 2 publications

The impact of the medium of instruction: The case of teaching and learning of computer programming

The impact of the medium of instruction: The case of teaching and learning of computer programming

An EMI Pedagogy That Facilitates Students' Learning

What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong?

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