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Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses

Author

Listed:
  • Teng Lin

    (School of Accounting, Guangdong University of Foreign Studies, Guangzhou 510006, China)

  • Yuanyue He

    (English Language Center, Shantou University, Shantou 515063, China)

Abstract

Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

Suggested Citation

  • Teng Lin & Yuanyue He, 2019. "Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses," Sustainability, MDPI, vol. 11(1), pages 1-18, January.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:1:p:263-:d:195499
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    References listed on IDEAS

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    1. Haitao Guo & Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2018. "English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison," Sustainability, MDPI, vol. 10(11), pages 1-17, November.
    2. Marina Dobrota & Milica Bulajic & Lutz Bornmann & Veljko Jeremic, 2016. "A new approach to the QS university ranking using the composite I-distance indicator: Uncertainty and sensitivity analyses," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 67(1), pages 200-211, January.
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    Cited by:

    1. Jian-E Peng & Xiaowen (Serina) Xie, 2021. "English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness," Sustainability, MDPI, vol. 13(10), pages 1-20, May.
    2. Teng Lin & Jun Lei, 2021. "English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability," SAGE Open, , vol. 11(4), pages 21582440211, November.
    3. Yeuseung Kim, 2020. "The Value of Interactive Polling and Intrinsic Motivation When Using English as a Medium of Instruction," Sustainability, MDPI, vol. 12(4), pages 1-13, February.

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