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Chinese University Students’ Perceptions of Transitioning to EMI Through Metaphor Analysis: Insights for Enhancing Language Support for Engineering Students

안유영
한국영어교육학회 (Korea Association Of Teachers Of English)|2023.12|영어교육 (English Teaching)|제78권 제4호|pp. 3-26|DOI 10.15858/engtea.78.4.202312.3

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키워드

EMIengineering studentsEnglish learning experiencesfirst-year studentsEnglish composition
주제분류영어와문학

초록

This study explores the perceptions of Chinese engineering-major students towards their English learning experience after taking a mandatory English composition course in an EMI college. The investigation centers on first-year students’ perceptions of transitioning to EMI, with a focus on how the composition course has assisted students’ transition as a primary language support. Data were collected through a metaphor elicitation technique in which students expressed their perceptions of English learning, complemented by a thematic analysis of 86 reflection essays on the composition class. An analysis of the 334 metaphors identified students’ enhanced confidence in English, the importance of the English-using environment, positive views of learning communities, and increased agency in the learning process. It also revealed that many students were stressed and unaware of learning strategies, therefore suggesting institutional-level language support. One implication is to promote the culture of the learning community. The findings can be particularly useful for programs that are implementing language support for non-English major students.

Abstract

This study explores the perceptions of Chinese engineering-major students towards their English learning experience after taking a mandatory English composition course in an EMI college. The investigation centers on first-year students’ perceptions of transitioning to EMI, with a focus on how the composition course has assisted students’ transition as a primary language support. Data were collected through a metaphor elicitation technique in which students expressed their perceptions of English learning, complemented by a thematic analysis of 86 reflection essays on the composition class. An analysis of the 334 metaphors identified students’ enhanced confidence in English, the importance of the English-using environment, positive views of learning communities, and increased agency in the learning process. It also revealed that many students were stressed and unaware of learning strategies, therefore suggesting institutional-level language support. One implication is to promote the culture of the learning community. The findings can be particularly useful for programs that are implementing language support for non-English major students.

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관련 논문AI추천

Metaphorical perceptions of Chinese college students about English learning experience안유영언어과학회 · 언어과학연구2022 · 제102호College EFL Learners’ Metaphorical Perceptions of English LearningSU Fang아시아테플 · Journal of Asia TEFL2015 · 제12권 제3호English-Medium Instruction in Higher Education: Lessons from ChinaGuangwei Hu아시아테플 · Journal of Asia TEFL2019 · 제16권 제1호Using Metaphors to Explore Iranian Medical Sciences Students’ Conceptions of Learning EnglishAzar Darvishpour, Iman Alizadeh인지과학연구소 · Journal of Cognitive Science2021 · 제22권 제4호Faculties’ Perceptions of Using the English Language in an EFL Context for Medical Education InternationalizationIman Alizadeh, Parand Pourghane인지과학연구소 · Journal of Cognitive Science2023 · 제24권 제2호Students’ Perceptions of EMI in Higher Education in Korea김문현, 김인영아시아테플 · Journal of Asia TEFL2014 · 제11권 제2호

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