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Full Caption, English Proficiency and Their Relationships with Behavioral, Cognitive and Emotional Student Engagement in Chinese EFL College Content-Based Instruction Video Learning
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Yilian Teng; Xia Wang – Education and Information Technologies, 2024
A total of 169 Chinese college students were divided into high proficiency and low proficiency learners according to a College English Test, and watched one of three short fully captioned English videos, thus producing six groups: (1) High proficiency + L2 (n = 25), (2) High proficiency + L1 + L2 (n = 24), (3) High proficiency + L1 (n = 33), (4)…
Descriptors: Captions, English (Second Language), Second Language Instruction, Second Language Learning
Factors Pertinent to First Language Use in Foreign Language Classroom: A Case of Content and Language Integrated Learning
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Hu, Hengzhi – Arab World English Journal, 2022
The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual…
Descriptors: Second Language Instruction, Language Usage, English (Second Language), Undergraduate Students
Teachers' Experiences of English-Medium Instruction in Higher Education: A Cross Case Investigation of China, Japan and the Netherlands
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Lijie Shao; Heath Rose – Journal of Multilingual and Multicultural Development, 2024
In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and…
Descriptors: Psychological Needs, English (Second Language), Second Language Learning, Second Language Instruction
Exploring Teacher Scaffolding in a CLIL-Framed EFL Intensive Reading Class: A Classroom Discourse Analysis Approach
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Li, Dongying; Zhang, Lian – Language Teaching Research, 2022
Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom…
Descriptors: Content and Language Integrated Learning, Scaffolding (Teaching Technique), Teaching Methods, Second Language Learning