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English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison

Author

Listed:
  • Haitao Guo

    (College of Mass Communication, Shenzhen University, Shenzhen 518000, China)

  • Fuhui Tong

    (Department of Education Psychology, Texas A&M University, College Station, TX 77840, USA)

  • Zhuoying Wang

    (Department of Education Psychology, Texas A&M University, College Station, TX 77840, USA)

  • Yue Min

    (Department of Education Psychology, Texas A&M University, College Station, TX 77840, USA)

  • Shifang Tang

    (Department of Education Psychology, Texas A&M University, College Station, TX 77840, USA)

Abstract

Through a quasi-experimental approach, we compared Chinese college students’ learning motivation, content knowledge, English language proficiency, and instructor’s pedagogical practices between an English-medium instruction (EMI) and the parallel Chinese-medium instruction (CMI) course in a non-traditional discipline. Results indicated that EMI was more effective, as compared to CMI, in motivating students’ learning of the focal subject. More specifically, EMI students held a stronger external goal orientation than did their CMI peers. Further, EMI and CMI students performed on par in their final exam in the subject and English after one semester of participation, controlling for their prior performance. The finding suggested that EMI did not carry a detrimental effect on Chinese college students’ content area learning. Finally, observation revealed a significantly higher percentage of English language instruction focused on higher-order dense cognitive area in the EMI classroom where students were more engaged in their learning. Implications for policy and research were discussed regarding this educational approach for sustained and optimized student learning.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:11:p:4230-:d:183320
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    References listed on IDEAS

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    1. Antonio Baena-Extremera & Antonio Granero-Gallegos & Raúl Baños & María Del Mar Ortiz-Camacho, 2018. "Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory," Sustainability, MDPI, vol. 10(10), pages 1-11, October.
    2. Fuhui Tong & Yue Min & Yi-chun Liu & Haitao Guo, 2017. "Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 3(2), pages 135-146.
    3. Fuhui Tong & Yue Min & Yi-chun Liu & Haitao Guo, 2017. "Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 3(2), pages 135-146.
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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. Shih-Ling Lin & Tzu-Hsing Wen & Gregory S. Ching & Yu-Chen Huang, 2021. "Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19," IJERPH, MDPI, vol. 18(24), pages 1-21, December.
    3. 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.
    4. 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.
    5. 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.
    6. Ching-Hsue Cheng & Yun-Chun Wang & Wei-Xiang Liu, 2019. "Exploring the Related Factors in Students’ Academic Achievement for the Sustainable Education of Rural Areas," Sustainability, MDPI, vol. 11(21), pages 1-22, October.
    7. Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2020. "A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?," SAGE Open, , vol. 10(2), pages 21582440209, May.
    8. Haitao Guo & Fuhui Tong & Zhuoying Wang & Shifang Tang & Myeongsun Yoon & Ming Ying & Xiaofeng Yu, 2021. "Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China," Sustainability, MDPI, vol. 13(18), pages 1-12, September.

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