English Medium Instruction (EMI) in higher education in Hong Kong

Thesis

This research project involves a longitudinal mixed-methods study investigating challenges, attitudes, and perceptions among students, lecturers, and language instructors at English medium instruction (EMI) universities in Hong Kong. The study employs quantitative and qualitative methods in order to examine language-related academic challenges and the perceived effectiveness of EMI programmes at the tertiary level in Hong Kong. Additionally, it explores the interplay of language challenges with a range of background variables such as gender, L1, previous medium of instruction, academic discipline, and year of study.

Data collection for the study was derived from semi-structured multiple-perspective interviews and a large-scale multi-institutional survey administered at four different Hong Kong universities. The semi-structured interviews were conducted at one university, which involved a total of 153 interviews with undergraduate students, subject lecturers and EAP instructors. The study included 113 student interviews, with 26 students being tracked over four years throughout their undergraduate study, 20 instructor interviews, and 20 subject-content lecturer interviews. The lecturer interviews were conducted with lecturers representing seven faculties and schools and 14 departments within a university, and the 20 instructor interviews were conducted with English for academic purposes (EAP) language-support instructors from the university’s English Language Centre (ELC). The online survey was administered at four Hong Kong universities: City University of Hong Kong (CityU), The Hong Kong Polytechnic University (PolyU), The Hong Kong University of Science and Technology (HKUST), and Hong Kong University (HKU), and a total of 1,982 students completed the survey.

By means of administering a large-scale multi-institutional questionnaire and employing multiperspective qualitative longitudinal research by interviewing students, lecturers, and instructors, this study maximizes understanding of students’ challenges in EMI programmes in higher education, as well as provides insightful knowledge from language instructors and subject-content lecturers who are well positioned to evaluate students’ language-related challenges in EMI programmes in Hong Kong. Moreover, the study examines how the above-mentioned challenges and perceptions may vary based on variables such as background,such as gender and first language, previous medium of instruction, and academic discipline, and how such challenges may vary over the duration of students’ four years of university study. This research represents one of the first mixed-method multiple-perspective four-year longitudinal studies in EMI contexts.

Authors: Shepard, C

• DOI: 10.5287/ora-4jr8bg1bx
• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: mixed-methods; English for academic purposes (EAP); English medium instruction (EMI); higher education; quantitative; language challenges; Applied linguistics; qualitation reseach; multiple-perspective interviews (MPIs); Hong Kong
• Subjects: Applied linguistics; Qualitative research; English-medium instruction; Education--China--Hong Kong; Questionnaires; Education, Higher; Interviews; Mixed methods research; Second language acquisition; Quantitative research; English language--Study and teaching--Foreign speakers