This page has only limited features, please log in for full access.
With English-medium instruction (EMI) as a pedagogical strategy being practiced worldwide in higher education (HE), extensive research has explored stakeholders’ attitudes toward, and perceived benefits and challenges of EMI based on self-report data. However, the actual effectiveness of EMI on students’ subject content and English language learning achievements tested with objective measures has accrued little evidence. This meta-analysis synthesized 44 independent samples (32 in medical disciplines) from 36 studies. The results show that EMI students performed significantly better in both subject content and English learning than students in Chinese-medium courses, but it should be noted that the difference in content learning was found only with students from medical disciplines. Discipline was the only significant factor moderating content learning, while disciplines, research design, and instruction time in English significantly moderated English learning. The findings provide implications for implementing EMI in similar contexts and highlight the importance of rigorous future research to examine the benefits of EMI.
Jian-E Peng; Xiaowen Xie. English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness. Sustainability 2021, 13, 5637 .
AMA StyleJian-E Peng, Xiaowen Xie. English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness. Sustainability. 2021; 13 (10):5637.
Chicago/Turabian StyleJian-E Peng; Xiaowen Xie. 2021. "English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness." Sustainability 13, no. 10: 5637.
Women academics reportedly exhibit lower research productivity than males. This study first quantitatively explored gender differences in research output based on a survey among 309 Chinese academics teaching English as a foreign language (TEFL). Qualitative data obtained through interviews with seven female respondents were analyzed from an ecological perspective. Results showed significant gender differences in domestic publication but no such differences in international publication. Women academics' pursuit of research was influenced by many factors from and beyond the microsystems of workplace and family, and their coping strategies included soliciting help from seasoned colleagues, attending academic conferences, and joining online communities. The findings highlight the institutional supportive practices and familial environment that are equally important in promoting women academics' professional development.
Jian-E Peng. Ecological Pushes and Pulls on Women Academics’ Pursuit of Research in China. Frontiers of Education in China 2020, 15, 222 -249.
AMA StyleJian-E Peng. Ecological Pushes and Pulls on Women Academics’ Pursuit of Research in China. Frontiers of Education in China. 2020; 15 (2):222-249.
Chicago/Turabian StyleJian-E Peng. 2020. "Ecological Pushes and Pulls on Women Academics’ Pursuit of Research in China." Frontiers of Education in China 15, no. 2: 222-249.
This study draws on linguistic and applied linguistic approaches to analyze how second language learners’ willingness to communicate (WTC) is responsive to classroom multimodal affordances. The data reported in this paper includes three rounds of semi-structured interviews, each conducted after a classroom observation, with eight students from two intact English classes in a university in China, and Microsoft PowerPoint (PPT) slides supplied by their teachers. The findings showed that WTC was subject to the joint influence of individuals’ linguistic and affective factors and classroom contextual factors. Nuanced associations of WTC and kinesthetic, auditory, and visual modalities were also identified. The interactive meanings construed in two visual images in PPT slides reported to stimulate high WTC were analyzed using visual grammar, which yielded complementary insights. This study accentuates the need to understand WTC as embedded in classroom multimodal affordances so as to reveal the totality of students’ meaning making of classroom interaction.
Jian-E Peng. Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives. Linguistics and Education 2019, 51, 59 -68.
AMA StyleJian-E Peng. Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives. Linguistics and Education. 2019; 51 ():59-68.
Chicago/Turabian StyleJian-E Peng. 2019. "Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives." Linguistics and Education 51, no. : 59-68.
Multimodality has become a prominent concept in communication and language education research, and pedagogic discourse in second language (L2) classrooms is fundamentally multimodal. While research on willingness to communicate (WTC) has been thriving, little is known about how L2 WTC is related to multimodal classroom pedagogies. This article presents findings from the first large-scale survey study of its kind on EFL students' perceptions of multimodal pedagogies, and the interrelationships between multimodal pedagogic effects, classroom environment, and WTC in English. Data were collected from 2058 Chinese EFL university students and analyzed using frequency analysis and structural equation modeling. The results showed that the use of audio/video and teachers' voices/facial expressions were perceived by the participants as the most satisfactory, whereas the visual design of PowerPoint slides was the least satisfactory. Effective use of audio/video significantly predicted classroom environment and WTC, while teachers' voices/facial expressions contributed to classroom environment, and teachers' gestures and spatial positions predicted WTC. In addition, classroom environment was the strongest predictor of WTC. The findings have immediate implications for L2 teaching and will enable L2 teachers to exploit the potential of multimodal pedagogies to promote students’ WTC and to benefit their learning.
Jian-E. Peng. The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System 2019, 82, 161 -173.
AMA StyleJian-E. Peng. The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System. 2019; 82 ():161-173.
Chicago/Turabian StyleJian-E. Peng. 2019. "The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English." System 82, no. : 161-173.
Jian-E. Peng. Authorial voice constructed in citation in literature reviews of doctoral theses: Variations across training contexts. Journal of English for Academic Purposes 2018, 37, 11 -21.
AMA StyleJian-E. Peng. Authorial voice constructed in citation in literature reviews of doctoral theses: Variations across training contexts. Journal of English for Academic Purposes. 2018; 37 ():11-21.
Chicago/Turabian StyleJian-E. Peng. 2018. "Authorial voice constructed in citation in literature reviews of doctoral theses: Variations across training contexts." Journal of English for Academic Purposes 37, no. : 11-21.
This study explored the interrelationships between the three components of second language (L2) motivational self system (i.e., ideal L2 self, ought-to L2 self, and L2 learning experience), international posture, L2 anxiety, and willingness to communicate (WTC) using structural equation modeling. Questionnaire data were collected from 1,013 university students in China. The results showed that ideal L2 self was predicted by learning experience, ought-to L2 self, and international posture. Ideal L2 self and ought-to L2 self exerted, respectively, a negative and positive effect on L2 anxiety. L2 WTC was found to encompass two distinct factors: WTC inside and outside the classroom. The former was predicted by L2 anxiety, learning experience, and international posture, whereas the latter had international posture as its only direct predictor. This model marks the first step toward drawing on L2 motivational self system to account for foreign language learners’ communication intention from the perspective of an imagined global community.
Jian-E Peng. L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective. The Asia-Pacific Education Researcher 2014, 24, 433 -443.
AMA StyleJian-E Peng. L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective. The Asia-Pacific Education Researcher. 2014; 24 (2):433-443.
Chicago/Turabian StyleJian-E Peng. 2014. "L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective." The Asia-Pacific Education Researcher 24, no. 2: 433-443.
The measurement of willingness to communicate (WTC) in a second language (L2) has been pervasive in quantitative research particularly in the context of structural equation modeling. An important prerequisite for this line of research is to establish the psychometric properties of the instrument used to measure L2 WTC. This study involves measuring WTC in the Chinese context where English is learned as a foreign language (EFL), and identifying the factor structure underlying the L2 WTC scale adopted from the literature. Questionnaire data were collected from 1,013 university undergraduate students. An exploratory factor analysis and confirmatory factor analysis were respectively performed on random split-half samples. The results indicate that the participants reporting WTC in classroom situations outnumbered those expressing WTC in out-of-class situations. A two-factor structure of WTC was identified to adequately represent the data: WTC inside and outside the classroom. This paper concludes with a discussion of the results, caveats and implications for measuring WTC in EFL contexts.
Jian Peng. The Challenge of Measuring Willingness to Communicate in EFL Contexts. The Asia-Pacific Education Researcher 2013, 22, 281 -290.
AMA StyleJian Peng. The Challenge of Measuring Willingness to Communicate in EFL Contexts. The Asia-Pacific Education Researcher. 2013; 22 (3):281-290.
Chicago/Turabian StyleJian Peng. 2013. "The Challenge of Measuring Willingness to Communicate in EFL Contexts." The Asia-Pacific Education Researcher 22, no. 3: 281-290.
Drawing on an ecological perspective, this paper reports on an investigation into the changes in one first-year college student’s beliefs about English teaching and learning since his enrollment. These changes in beliefs are part of the empirical findings of a multiple-case study conducted in the Chinese EFL context. Semi-structured interviews, classroom observations, and learning journals were used to collect data over a period of seven months. Qualitative content analysis with the assistance of the NVivo software was applied to data analysis. The findings revealed substantive changes in this participant’s belief systems, mediated by classroom affordances across different situations. This inquiry emphasizes that learners’ transition from high school to tertiary study is a critical period, during which their beliefs about second language learning are subject to contextual mediation. The in-depth findings of this inquiry indicate the potential for adopting an ecological theoretical framework to explore the emergent, dynamic, and context-responsive nature of learner beliefs.
Jian-E. Peng. Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System 2011, 39, 314 -324.
AMA StyleJian-E. Peng. Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System. 2011; 39 (3):314-324.
Chicago/Turabian StyleJian-E. Peng. 2011. "Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances." System 39, no. 3: 314-324.