eprintid: 10158167
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/15/81/67
datestamp: 2022-10-31 13:54:09
lastmod: 2022-10-31 13:54:09
status_changed: 2022-10-31 13:54:09
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Tai, Kevin WH
creators_name: Zhao, Yiran Vicky
title: Success factors for English as a second language university students' attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies
ispublished: inpress
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: Academic English language proficiency; higher education; Hong Kong; medium-of-instruction; success factors
note: © 2022 the author(s), published by De Gruyter, Berlin/Boston. 

This work is licensed under the Creative Commons Attribution 4.0 International License.
abstract: Displaying a strong competence in English as a second language (L2) is a major advantage for university graduates in personal development and career advancement. There are limited studies that have explored how the implementation of English-Medium-Instruction (EMI) in non-Anglophone universities can affect students' academic English proficiency. This mixed-method study explores how both the learners' variables (motivation and L2 learning strategies) and the medium-of-instruction policy implemented at secondary and university settings can contribute to students' success in academic English learning at a bilingual university in Hong Kong. The findings of a large-scale questionnaire reveal that the effect of medium-of-instruction in students' secondary school education is not a significant predictor of students' academic English language proficiency at university. The findings suggest that university students who previously attended secondary schools which adopt medium-of-instruction other than English tend not to be disadvantaged in improving their academic English proficiency. Institutional factor (i.e. provision of EMI lectures at university) and learners' variables, including students' L2 strategy use and motivation, are statistically significant predictors of the student's English language proficiency. The implications for higher education policy in Hong Kong and worldwide will be discussed.
date: 2022-07-14
date_type: published
publisher: WALTER DE GRUYTER GMBH
official_url: https://doi.org/10.1515/applirev-2022-0049
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1968420
doi: 10.1515/applirev-2022-0049
lyricists_name: Tai, Kevin Wai Hin
lyricists_id: KTAIX57
actors_name: Tai, Kevin Wai Hin
actors_id: KTAIX57
actors_role: owner
funding_acknowledgements: [Centre for Learning Enhancement and Research (CLEAR) at The Chinese University of Hong Kong]
full_text_status: public
publication: Applied Linguistics Review
pages: 31
citation:        Tai, Kevin WH;    Zhao, Yiran Vicky;      (2022)    Success factors for English as a second language university students' attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies.                   Applied Linguistics Review        10.1515/applirev-2022-0049 <https://doi.org/10.1515/applirev-2022-0049>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10158167/1/Tai%20and%20Zhao%202022%20updated%20with%20corrections.pdf