A Longitudinal Study on Students' Self-Regulated Listening during Transition to an English-Medium Transnational University in China

Autor/inn/en	Zhou, Sihan; Thompson, Gene
Titel	A Longitudinal Study on Students' Self-Regulated Listening during Transition to an English-Medium Transnational University in China
Quelle	In: Studies in Second Language Learning and Teaching, 13 (2023) 2, S.427-450 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Sihan) ORCID (Thompson, Gene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Language of Instruction; English (Second Language); Longitudinal Studies; English for Academic Purposes; Secondary School Students; Native Language; Foreign Countries; Student Attitudes; Metacognition; Difficulty Level; International Education; Universities; Curriculum Design; Listening Comprehension; Teaching Methods; Undergraduate Students; China + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Ausland; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schwierigkeitsgrad; Internationale Erziehung; University; Universität; Lehrplangestaltung; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01