Investigating the Impact of L2 Learners' Individual Differences on Contextual Processing in English-Medium Instruction
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There has been notable increase as a result of the English-medium instruction rapidly expanding in response to higher education globalization trends. The questionof whether students can learn topic knowledge when it is taught in a language inwhich they are not proficient is a crucial one in English-medium instruction research. Few studies have looked into the actual learning processes involved, despite the fact that prior research has mostly concentrated on how English-medium instruction affects measurable learning outcomes. The purpose of this study is to find out how much content knowledge is processed during English-medium instruction lectures by students using deep-level methods, i.e., critical thought, detailed information, and structure. Furthermore, the study investigates the potential correlation between the implementation of such strategies and the motivating beliefs and English listening proficiency of students. Using a mixed-methods approach, questionnaire responses and semi-structured interviews from 60 students in Korea were gathered. The results emphasize that students' self efficacy and intrinsic learning goals are more important indicators of their use of deep processing strategies than is their English listening competency. This study also offers lecturers and program designers insightful suggestions for supporting meaningful subject learning in English-medium instruction contexts.
Abstract
There has been notable increase as a result of the English-medium instruction rapidly expanding in response to higher education globalization trends. The questionof whether students can learn topic knowledge when it is taught in a language inwhich they are not proficient is a crucial one in English-medium instruction research. Few studies have looked into the actual learning processes involved, despite the fact that prior research has mostly concentrated on how English-medium instruction affects measurable learning outcomes. The purpose of this study is to find out how much content knowledge is processed during English-medium instruction lectures by students using deep-level methods, i.e., critical thought, detailed information, and structure. Furthermore, the study investigates the potential correlation between the implementation of such strategies and the motivating beliefs and English listening proficiency of students. Using a mixed-methods approach, questionnaire responses and semi-structured interviews from 60 students in Korea were gathered. The results emphasize that students' self efficacy and intrinsic learning goals are more important indicators of their use of deep processing strategies than is their English listening competency. This study also offers lecturers and program designers insightful suggestions for supporting meaningful subject learning in English-medium instruction contexts.
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