Exploring the role of L2 proficiency and foreign language anxiety in EMI course achievement in China

• 발행기관: HONG KONG ACADEMY OF SOCIAL SCIENCES
• 저자명: Ruonan Wang
• 간행물 정보: 『Journal of Social Science Development Research』Vol.2 No.3, 1~10쪽, 전체 10쪽
• 주제분류: 사회과학 > 사회과학일반
• 파일형태: PDF
• 발행일자: 2024.09.30

국문 초록

The purpose of this study is to find out how and to what extent students’ L2 proficiency and English learning anxiety impact their EMI courses achievement at a Chinese state university. Quantitative research method was conducted. Questionnaire, CET-4 score and EMI exam score (n = 94) were collected from undergraduate students from School of Economics who have attended or are attending International Finance course. English language proficiency and anxiety were explored as possible significant predictors of academic success in EMI. The results showed that the two predictors, English language proficiency and anxiety were significant predictors of academic success in EMI. This result highlights that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies. Also, code-switching to Chinese when necessary and make classes communicative and fun may help to release students’ anxiety. This study helped us better understand the impact of students’ English level and anxiety on EMI achievement, and it also provides pedagogical implications for teachers of EMI courses.

목차

1 Introduction

2 Background to the study

3 Design of the study

4 Data Analysis

5 Results

6 Conclusion and Implications

References

키워드

English Medium Instruction (EMI) L2 proficiency Foreign language anxiety