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English-medium inst...
English-medium instruction and impact on academic performance: a randomized control study
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- Bälter, Olle (author)
- Kungliga Tekniska Högskolan (KTH),Royal Institute of Technology (KTH)
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- Kann, Viggo, 1964- (author)
- KTH,Teoretisk datalogi, TCS,Kungliga Tekniska Högskolan (KTH),Royal Institute of Technology (KTH)
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- Chantal, Mutimukwe (author)
- KTH,Medieteknik och interaktionsdesign, MID,Kungliga Tekniska Högskolan (KTH),Royal Institute of Technology (KTH)
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- Malmström, Hans, 1980 (author)
- Chalmers tekniska högskola,Chalmers University of Technology,Department of Communication and Learning in Science , Chalmers University of Technology , Gothenburg , Sweden
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- Bälter, Olof, 1962- (author)
- KTH,Medieteknik och interaktionsdesign, MID
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(creator_code:org_t)
- Walter de Gruyter GmbH, 2023
- 2023
- English.
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In: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6311 .- 1868-6303. ; In Press
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Abstract
Subject headings
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- Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
Subject headings
- HUMANIORA -- Språk och litteratur (hsv//swe)
- HUMANITIES -- Languages and Literature (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
- NATURVETENSKAP -- Data- och informationsvetenskap (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Keyword
- programming
- impact
- learning
- online
- experiment
- English-medium instruction
- Teknikvetenskapens lärande och kommunikation
Publication and Content Type
- art (subject category)
- ref (subject category)
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