Efficacy in English: A Correlational Study of Chinese EMI Professors

Autor/in	Balderston, Genevieve
Titel	Efficacy in English: A Correlational Study of Chinese EMI Professors
Quelle	(2018), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-3675-0
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Learning; Language of Instruction; College Faculty; Oral Language; Language Proficiency; Teacher Attitudes; Correlation; Language Usage; Native Language; Chinese; Self Efficacy; Online Surveys; Foreign Countries; Course Content; Teacher Behavior; Language Attitudes; Teaching Methods; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Fakultät; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Lehrerverhalten; Korrelation; Sprachgebrauch; China; Chinesen; Self-efficacy; Selbstwirksamkeit; Ausland; Kursprogramm; Teacher behaviour; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01