A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China
Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midt...
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| Format: | Article |
| Language: | English |
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Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University
2023-06-01
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| Series: | Studies in Second Language Learning and Teaching |
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| Online Access: | https://pressto.amu.edu.pl/index.php/ssllt/article/view/38281 |
| _version_ | 1797787508980842496 |
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| author | Sihan Zhou Gene Thompson |
| author_facet | Sihan Zhou Gene Thompson |
| author_sort | Sihan Zhou |
| collection | DOAJ |
| description | Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs. |
| first_indexed | 2024-03-13T01:22:54Z |
| format | Article |
| id | doaj.art-003f1b46686a48208c5e8060380f548b |
| institution | Directory Open Access Journal |
| issn | 2083-5205 2084-1965 |
| language | English |
| last_indexed | 2024-03-13T01:22:54Z |
| publishDate | 2023-06-01 |
| publisher | Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University |
| record_format | Article |
| series | Studies in Second Language Learning and Teaching |
| spelling | doaj.art-003f1b46686a48208c5e8060380f548b2023-07-04T18:21:51ZengDepartment of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz UniversityStudies in Second Language Learning and Teaching2083-52052084-19652023-06-0113242745010.14746/ssllt.3828168186A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in ChinaSihan Zhou0https://orcid.org/0000-0002-1815-5938Gene Thompson1https://orcid.org/0000-0002-2406-1364Chinese University of Hong Kong Rikkyo University Listening to academic content in English medium instruction (EMI) classrooms at university can be a demanding task for students who transition from first language (L1) instructed secondary schools. This longitudinal mixed methods study analyzes data from 316 students collected at the beginning, midterm, and the end of their first semester after entering an EMI transnational university in southeast China. The analysis of questionnaire responses revealed significant variations in students’ listening strategies over time, with a significant decrease in deep processing cognitive strategies at the midterm when content difficulty increased. Conversely, two types of metacognitive strategies (problem solving, plan evaluation) increased significantly during the second half of the semester. Informed by Zimmerman’s (2000) social cognitive self-regulated learning (SRL) model, thematic analysis of semi-structured interviews with 34 participants revealed that students generally developed a more top-down listening approach focusing on content learning over the semester and became more selective in their strategic and self-regulatory processes after the midterm “watershed” moment. Results highlight the importance of structured topic knowledge in EMI curriculum design and the necessity of strategy training in language support programs.https://pressto.amu.edu.pl/index.php/ssllt/article/view/38281listeningself-regulationtransitionchinaenglish medium instruction |
| spellingShingle | Sihan Zhou Gene Thompson A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China Studies in Second Language Learning and Teaching listening self-regulation transition china english medium instruction |
| title | A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China |
| title_full | A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China |
| title_fullStr | A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China |
| title_full_unstemmed | A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China |
| title_short | A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China |
| title_sort | longitudinal study on students self regulated listening during transition to an english medium transnational university in china |
| topic | listening self-regulation transition china english medium instruction |
| url | https://pressto.amu.edu.pl/index.php/ssllt/article/view/38281 |
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