This study investigated the correlation between oral English language proficiency, primary language use, and sense of efficacy by Chinese-speaking teachers using English medium of instruction (EMI) in Chinese university courses. Twenty-one Chinese EMI university teachers participated in the study by completing an online survey to find how these variables are correlated and to identify patterns in their perceptions about EMI preparation, student learning, and teaching behaviors. A quantitative method was used to calculate descriptive data and Pearson Correlation using SPSS 24.0, which revealed a moderate correlation between oral language proficiency and sense of efficacy for teaching EMI among Chinese university teachers. A qualitative method was used to analyze data for common themes and provided some support that EMI teachers’ perception of their oral proficiency levels and concern about their students’ English proficiency level influence their teaching behaviors and attitudes toward the effectiveness of EMI for learning content. Additional research would further address the gap in existing literature about how to attain, maintain, and develop an appropriate level of oral English proficiency for teachers to feel they are sufficiently capable of teaching EMI effectively.
|Commitee:||Caruso-Woolard, Cassandra, Sterling, Scott|
|School:||Indiana State University|
|Department:||Curriculum, Instruction, and Media Technology|
|School Location:||United States -- Indiana|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Higher education|
|Keywords:||China, English medium of instruction, English proficiency, Higher education, Primary language use, Teacher sense of efficacy|
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