Adjusting to Higher Education in Hong Kong: The Influence of School Medium of Instruction

Autor/inn/en	Evans, Stephen; Morrison, Bruce
Titel	Adjusting to Higher Education in Hong Kong: The Influence of School Medium of Instruction
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.1016-1029 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1228600
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Longitudinal Studies; Sino Tibetan Languages; Comparative Analysis; Language of Instruction; Student Adjustment; Undergraduate Students; Student Attitudes; Language Proficiency; Self Esteem; Study Skills; Difficulty Level; Academic Achievement; Student Motivation; Learning Strategies; Peer Groups; Social Support Groups; Social Networks; Educational Policy; Mandarin Chinese; Native Language; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching language; Unterrichtssprache; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Self-esteem; Selbstaufmerksamkeit; Studientechnik; Schwierigkeitsgrad; Schulleistung; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gleichaltrigengruppe; Peer Group; Social support; Soziale Unterstützung; Social network; Soziales Netzwerk; Politics of education; Bildungspolitik; Hongkong
Abstract	This article compares the experiences of Cantonese-speaking students from Hong Kong's Chinese- and English-medium schools when adjusting to the demands of English-medium degree studies. The participants in this mixed-methods study were members of the first cohort to undertake the new four-year undergraduate programme. The findings of a large-scale survey revealed statistically significant differences between the responses of the two categories of students, indicating that school teaching medium was a crucial determinant of their speed and ease of adjustment to university study. Chinese-stream students evidently entered university with lower competence and confidence in English than their classmates from the English-medium stream and thus encountered greater difficulties performing key study and language skills. Qualitative evidence from the study's longitudinal strand suggests that Chinese-stream students endured extremely taxing transitions in the first semester. However, by the end of the year, they had begun to overcome the challenges of university study through a combination of strong achievement motivation, unremitting practice, effective learning strategies and supportive peer networks. The article concludes by discussing the study's implications for higher education policy in Hong Kong and worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01