Soruç, Adem;
Yuksel, Dogan;
Horzum, Barış;
McKinley, Jim;
Rose, Heath;
(2024)
Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study.
Higher Education
10.1007/s10734-024-01195-0.
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Abstract
This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.
| Type: | Article |
|---|---|
| Title: | Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10734-024-01195-0 |
| Publisher version: | https://doi.org/10.1007/s10734-024-01195-0 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | EMI, Longitudinal, English language profciency, Individual diferences, Motivation, Self-regulation, Self-efcacy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10187451 |
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