刊讯｜SSCI 期刊《第二语言学习与教学研究》2023年第1-2期

Studies in Second Language Learning and Teaching

Volume 13, Issue 1-2, 2023

Studies in Second Language Learning and Teaching（SSCI1区，2023IF:3.292，排名：20/194）2023年第1-2期共刊文19篇。其中，2023年第1期共发文10篇，其中研究性论文7篇，书评3篇；第2期为特刊，主题为“英文授课——亟待关注的研究领域”，共发文9篇。研究论文涉及多语研究、二语习得研究、二语教学研究、心理语言学、社会语言学等方面。主题包括元认知策略、语调学习与音乐听觉、跨语言专业词汇、高等教育、跨学科二语习得、自我调节等。欢迎转发扩散！

往期推荐：

目录

Issue1

■ Notes on Contributors, Pages 1–16.

ARTICLES

■ Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop, by Shanshan Yang, Mostafa Azari Noughabi, Elouise Botes, Jean-Marc Dewaele, Pages 17–38.

■ When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model, by Mariusz Kruk, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan, Elyas Barabadi, Pages 39-69.

■ The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding, by Ali Derakhshan, Lawrence Jun Zhang , Kiyana Zhaleh, Pages 71–100.

■ The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking, by Phuong-Thao Duong, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet, Elke Peters, Pages 101–124.

■ Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement, by Abdullah Alamer, Ahmad Alsagoaf, Pages 125–149.

■ Musical hearing and the acquisition of foreign-language intonation, by Mateusz Jekiel, Kamil Malarski, Pages 151–178.

■ Specialized vocabulary across languages: The case of traditional Chinese medicine, by Cailing Lu, Averil Coxhead, Pages 179–217.

REVIEWS

■ Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks, by Adriana Biedroń, Pages 219–224.

■ Review of An advanced guide to multilingualism by Larissa Aronin, by Danuta Gabryś-Barker, Pages 225–231.

■ Review of Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity by Zoltán Dörnyei and Katarina Mentzelopoulos, by Mirosław Pawlak, Pages 233–239.

Issue2

■ Notes on Contributors, Pages 243–257.■ Introduction to the special issue on English medium instruction: Areas of research needing urgent attention, by Ernesto Macaro , Heath Rose, Pages 257–269.
ARTICLES■ English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception, by Salah Ben Hammou , Abdelaziz Kesbi, Pages 271-292.■ “A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka, by Nadee Mahawattha , Romola Rassool, Pages 293-315.■ Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis, by Jang Ho Lee , Hansol Lee, Yuen Yi Lo, Pages 317-345.■ Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable, by An Nguyen, Pages 347-371.■ The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context, by María del Mar Sánchez-Pérez, Pages 373-397.■ Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success, by Dogan Yuksel, Adem Soruç, Barıs Horzum, Jim McKinley, Pages 399-426.■ A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China, by Sihan Zhou , Gene Thompson, Pages 427-450.■ Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings, by Jiye Hong, Pages 451-469.■ Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view, by Jiangshan An, Ann Childs, Pages 471-493.

摘要

Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop

Shanshan Yang, College of Foreign Languages and Literatures, Fudan University, Shanghai, Shanghai, CN

Mostafa Azari Noughabi, English Language and Literature, Hakim Sabzevari University, Sabzevar, IR

Elouise Botes, Department of Educational and Developmental Psychology, University of Vienna, Vienna, AT

Jean-Marc Dewaele, Languages, Cultures and Applied Linguistics, Birkbeck University of London, London, London, GB

Abstract Research on learners’ foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners’ enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers’ foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers’ psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered.

Key words foreign language teaching enjoyment (FLTE), mindfulness, engagement, burnout, EFL teachers

When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model

Mariusz Kruk, Department of English Philology, University of Zielona Góra, Zielona Góra, PL

Mirosław Pawlak, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University in Poznań: Poznań, PL

Tahereh Taherian, Yazd University

Erkan Yüce, Education Faculty, Aksaray University, Aksaray, Aksaray, TR

Majid Elahi Shirvan, University of Bojnord, Bojnord, North Khorasan, IR

Elyas Barabadi, Univerity of Bojnord: Bojnord, North Khorasan, IR

Abstract This article contributes to studies of race and class in English Language Teaching (ELT) by examining the local production of meanings in pedagogical encounters mediated by global textbooks, focusing on racialized occupational hierarchies in Brazil. We seek to locate these meanings in the interpretative frames provided by the experiences of two Black, first-generation university students, which we connect to dehumanizing histories of labor relations and narrow textbook representations. The findings suggest that Brazilian ELT, through its reliance on global textbooks, presents interactional scenarios that are often the site of racial humiliation. Following Grosfoguel and Sousa Santos’ conceptualization of racial oppression, we identify racialized orders of being as an analytical category that allows for connections to be made between political economy and language education, including as part of anti-racist pedagogical efforts.

Key words CDST, foreign language boredom, foreign language enjoyment, foreign language playfulness, latent change score mediation model

The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding

Ali Derakhshan, Golestan University, Gorgan, Golestan, IR

Lawrence Jun Zhang, Faculty of Education and Social Work, The University of Auckland, Auckland, Auckland, NZ

Kiyana Zhaleh, Faculty of Letters and humanities, Allameh Tabataba'i University, Tehran, 2, IR

Abstract Drawing on the rhetorical/relational goal theory, this study examined the role of instructor clarity and non-verbal immediacy in affective learning through the mediation of instructor understanding. Data were gathered through close-ended questionnaires from 756 Chinese and 715 Iranian English as a foreign language (EFL) students, the factor structure and cross-cultural validity of which were supported via confirmatory factor analysis and testing measurement invariance, respectively. Path analysis results indicated that clarity and non-verbal immediacy positively predicted instructor understanding and affective learning; instructor understanding positively predicted affective learning; and understanding was a significant positive mediator in the relationship of non-verbal immediacy and clarity with affective learning. Except for the positive association of non-verbal immediacy with understanding which was significantly higher for the Iranian group, no significant difference was found between the Chinese and Iranian groups in all other associations, providing empirical support for the role of EFL teachers’ positive interpersonal communication behaviors in EFL students’ affective learning, irrespective of the cultural context.

Key words affective learning, cross-cultural comparison, non-verbal immediacy, rhetorical/relational goal theory, teacher clarity, teacher understanding

The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking

Phuong-Thao Duong, KU Leuven, Leuven, BE

Maribel Montero Perez, Ghent University, Brussels, BE

Long-Quoc Nguyen, FPT University, Ho Chi Minh, VN

Piet Desmet, KU Leuven, Leuven, BE

Elke Peters, KU Leuven, Antwerp, BE

Abstract The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly assigned to one of three groups: input (N = 29), input repetition (N = 32), and no-input (i.e., baseline group) (N = 29). The input group watched L2 videos prior to performing an immediate oral task, whereas the input repetition group watched the same videos not only before but also after the immediate oral task. The no-input group only performed the oral tasks without watching the videos. The three groups repeated the same oral task after two days. Results did not show a significant effect of task repetition, input, and input repetition on learners’ lexical use and fluency. However, the fluency and lexical complexity in learners’ L2 speech can be predicted by their receptive vocabulary knowledge and working memory capacity to some extent.

Key words fluency, input, input repetition, lexical use, speaking, task repetition

Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement

Abdullah Alamer, Department of English, King Faisal University, Hofuf, Eastern Province , SA

Ahmad Alsagoafi, King Faisal University, Hofuf, Eastern Province , SA

Abstract Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.

Key words metacognitive reading strategies, MARSI, MARSI-R, construct validity, confirmatory composite analysis (CCA)confirmatory factor analysis (CFA), partial least squared structural equation modeling (PLS-SEM)

Musical hearing and the acquisition of foreign-language intonation

Mateusz Jekiel, Department of Older Germanic Languages, Adam Mickiewicz University in Poznań: Poznań, wielkopolskie, PL

Kamil Malarski, Department of Sociolinguistics and Discourse Studies, Adam Mickiewicz University in Poznań, Poznan, PL

AbstractThe present study seeks to determine whether superior musical hearing is correlated with successful production of second language (L2) intonation patterns. Fifty Polish speakers of English at the university level were recorded before and after an extensive two-semester accent training course in English. Participants were asked to read aloud a series of short dialogues containing different intonation patterns, complete two musical hearing tests measuring tone deafness and melody discrimination, and a survey regarding musical experience. We visually analyzed and assessed participants’ intonation by comparing their F0 contours with the model provided by their accent training teachers following ToBI (Tones and Break Indices) guidelines and compared the results with the musical hearing test scores and the survey responses. The results suggest that more accurate pitch perception can be related to more correct production of L2 intonation patterns as participants with superior musical ear produced more native-like speech contours after training, similar to those of their teachers. After dividing participants into four categories based on their musical hearing test scores and musical experience, we also observed that some students with better musical hearing test scores were able to produce more correct L2 intonation patterns. However, students with poor musical hearing test scores and no musical background also improved, suggesting that the acquisition of L2 intonation in a formal classroom setting can be successful regardless of one’s musical hearing skills.

Key words language and music, intonation, pitch perception, pronunciation learning

Specialized vocabulary across languages: The case of traditional Chinese medicine

Cailing Lu, Shanghai Jiao Tong University: Shanghai, CN

Averil Coxhead, Victoria University of Wellington, Wellington, NZ

Abstract This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., organ, coating); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., pericarpium, metabolism); and Level 3 contains Chinese loan words (e.g., qi, yang). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.

Key words corpus analysis, keyword analysis, specialized vocabulary, word lists, Traditional Chinese Medicine

Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks

Adriana Biedroń, Pomeranian University, Słupsk, PL

Abstract This paper is a review of Richard Sparks' latest position, Exploring L1-L2 relationships. The impact of individual differences, which summarizes 30 years of his research in the field of SLA. The author is the originator of the Linguistic Coding Deficit Hypothesis (LCDH), later modified to the Linguistic Coding Differences Hypothesis, which is one of the most cited theories in the context of research into foreign language aptitude. The volume contains 7 chapters representing different strands of research.

Key words L1-L2 relationship, LCD, Hindividual differences, Richard Sparks, book review

Review of An advanced guide to multilingualism by Larissa Aronin

Danuta Gabryś-Barker, Institute of English, University of Silesia,  Katowice, PL

Abstract As a researcher in multilingualism and multilinguality, I always await any new publications by Larissa Aronin. They not only add to our understanding and knowledge of this fascinating field, but also inspire us to look into the various dimensions not yet explored by other researchers. A truly imaginative and inspiring mind, hers has been a significant contribution to models of multiple language acquisition, the theory of affordances (Singleton & Aronin, 2007), and the material culture of multilingualism, not to forget – what I consider to be her biggest and most fascinating area of research – dominant language constellations (Aronin & Vetter, 2021; Lo Bianco & Aronin, 2020,) and also, fairly recently and still at the developmental stage, the philosophy of multilingualism (Aronin & Politis, 2015).

Key words multilingualism guide, book review

Review of Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity by Zoltán Dörnyei and Katarina Mentzelopoulos

Mirosław Pawlak, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University in Poznań, Poznań, PL

Abstract Let me start this review by saying that it is a huge privilege to be able to review the book co-authored by the late Zoltán Dörnyei, a scholar who not only managed to put the countries of Eastern and Central Europe on the map of research into individual difference (ID) factors in the realm of second language acquisition (SLA) but in many ways shaped and spearheaded the development of such research.

Key words motivation

Introduction to the special issue on English medium instruction: Areas of research needing urgent attention

Ernesto Macaro, Department of Education, University of Oxford, Oxford, GB

Heath Rose, Department of Education, University of Oxford, Oxford, GB

Abstract English medium instruction (EMI), both in higher and secondary education, is now a well-established field of education research and, indeed, many applied linguistics journals are publishing regularly on a variety of EMI topics. Recently, a new journal, Journal of English-Medium Instruction, has been established that is dedicated entirely to this area of academic enquiry. Recent years have also seen several special issues emerge on topics within EMI in journals such as Applied Linguistics Review (published advanced online), System (in 2023), and TESOL Quarterly (in 2018).

Key words editorial

English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception

Salah Ben Hammou, University of Hassan II Casablanca: Casablanca, MA

Abdelaziz Kesbi, University of Hassan II Casablanca: Mohammedia, MA

Abstract The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers’ low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.

Key words EMI, French medium instruction, language of instruction, grounded theory methodology

“A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka

Nadee Mahawattha, Sabaragamuwa University of Sri Lanka, , Colombo, LK

Romola Rassool, Postgraduate Institute of English, Open University of Sri Lanka, Colombo, LK

Abstract Although bilingual education has been offered in some schools of Sri Lanka since 2001, primary and secondary school education has been conducted mainly in the first language (L1), that is, Sinhala/Tamil. As a result, most students sit for the General Certificate of Education – Advanced Level (GCE (A/L) examination, which determines university entry, in their L1. Thus, the majority of students entering state universities do so after receiving their entire education in their L1. At the tertiary level, where many (if not most) degree programs are conducted in the English medium, students struggle to make the transition from Sinhala/Tamil medium instruction to English medium instruction (EMI). This study examines the challenges faced by students and lecturers in three selected state universities due to this language transition. It employs a qualitative research design. Data were collected through official documents and semi-structured interviews with forty academics. Three focus group interviews were conducted with thirty undergraduates. In addition, eighteen non-participant lectures were observed in mainstream classrooms. The findings indicate several structural, institutional, and linguistic challenges on the way to a successful implementation of EMI in state universities and demonstrate that the transition from GCE (A/L) to EMI in universities is a challenging experience for both students and lecturers. We propose that the concept of academic literacies be used as a productive means of supporting undergraduates through their transition to EMI.

Key words challenges, higher education, school education, Sri LankaEnglish medium instruction

Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis

Jang Ho Lee , Chung-Ang University, Seoul, KR

Hansol Lee, Department of English, Korea Military Academy, Seoul, KR

Yuen Yi Lo, University of Hong Kong, Hong Kong, CN

Abstract This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students’ English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL’s overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL’s overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.

Key words English as a foreign language, English medium instruction, multilevel meta-analysis, secondary level, content and language integrated learning

Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable

An Nguyen,  University of Glasgow: Glasgow, GB

Abstract One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students’ English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students’ English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower-income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students’ perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.

Key words EMI policy, English proficiency, social stratification, EMI impact, Duolingo English Test

The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context

María del Mar Sánchez-Pérez, Departamento Filologia, Universidad de Almeria: Almeria, Almería, ES

Abstract This study analyzes the influence of English medium instruction (EMI) on student English writing development in a Spanish undergraduate context, a language skill that remains underexplored in EMI research at tertiary level. Through a longitudinal pre- and post-test method, it explores the writing progress of EMI engineering students as compared to the achievement of a group of English as a foreign language (EFL) learners, according to different quantitative and qualitative writing measures. Results show a positive impact of EMI on student writing development at the levels of lexical accuracy and vocabulary. However, other writing areas, such as syntax, grammar, organization, or fluency, appeared unaffected. These findings challenge, to some extent, the widespread assumption that EMI contributes to improving student English language proficiency. This study suggests that sole exposure to the language in EMI contexts does not suffice to improve students’ English writing abilities beyond the area of vocabulary. Therefore, it argues for the inclusion of language skill support within EMI programs to provide students with opportunities to achieve a comprehensive development of their English language and writing competence.

Key words English medium instruction (EMI), integrating content and language in higher education (ICLHE), language outcomes, writing, proficiency

Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success

Dogan Yuksel, The Open University, Milton Keynes, GB

Adem Soruç, University of Samsun, TR

Barıs Horzum, Sakarya University, TR

Jim McKinley, Institute of Education, University College London, UK

Abstract This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as “proficiency” in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Data were collected from 705 conveniently sampled EMI students of four academic subjects (international relations; N = 158; business administration; N = 184; mechatronics engineering; N = 181; mechanical engineering: N = 182) representing two disciplines (i.e., social sciences and engineering) from a public university. Pearson correlation and SEM analyses were run to determine the relationships among language learning anxiety, self-regulation, proficiency and EMI success. Findings revealed that anxiety and self-regulation skills do affect EMI students’ proficiency irrespective of academic disciplines. Both self-regulation and proficiency impacted EMI students’ academic success in engineering, while only proficiency predicted academic success in the social sciences. These results are discussed and pedagogical implications are given related to the impact of linguistic and non-linguistic factors in EMI contexts.

Key words English medium instruction, individual differences, discipline-based differences, structural equation modelling (SEM), general English proficiency, academic success

A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China

Sihan Zhou, Department of Curriculum and Instruction, The Chinese University of Hong Kong Faculty of Education, Hong Kong, HK

Gene Thompson, Department of Global Business, Rikkyo Daigaku, Toshima-ku, Tokyo, JP

Abstract Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.

Key words listening, self-regulation, transition, China, English medium instruction

Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings

Jiye Hong, Sungkyunkwan University, Seoul, KR

Abstract To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.

Key words EMI, corrective feedback, language-related episodes, second language acquisition, disciplinary literacy

Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view

Jiangshan An, 

Ann Childs, 

Abstract Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.

Key words English medium instruction, classroom interaction, teacher questions, native speaker

期刊简介

Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz Uiversity, Kalisz, Poland. The journal is devoted to reporting previuously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various acpects of language learning in instructed and non-instructed settings as well as different facets of the teaching process, including syllabus choice, material design, classroom practices, and evaluation.

《第二语言学习与教学研究》是波兰卡利什市波兹南密茨凯维奇大学英语系教学法与文学部出版的权威季度期刊。该期刊致力于出版关于第二语言和外语学习和教学的高质量、原创性理论和实证研究。该期刊不仅关注英语，它涉及任何语言的学习和教学，并聚焦于各种主题，包括第二语言习得的基础过程、在教学和非教学环境中语言学习的各种方面，以及语言教学过程的不同方面，包括教学大纲选择、材料设计、课堂实践和评估。

官网地址：

https://pressto.amu.edu.pl/index.php/ssllt/index

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