Exploring the Problems of Learning Science in the English Medium: A Study on High School Students' Perceptions and Attitudes in China

Autor/inn/en	Lu, Chaoqun; So, Winnie Wing Mui; Lee, Yeung Chung; Yeung, Yau Yuen
Titel	Exploring the Problems of Learning Science in the English Medium: A Study on High School Students' Perceptions and Attitudes in China
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 4, S.1224-1239 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Chaoqun) ORCID (So, Winnie Wing Mui) ORCID (Lee, Yeung Chung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.2005539
Schlagwörter	High School Students; Language of Instruction; Likert Scales; Science Instruction; English (Second Language); Second Language Learning; Content and Language Integrated Learning; Foreign Countries; International Programs; Student Attitudes; Teaching Methods; Learning Processes; Teacher Attitudes; Inquiry; Active Learning; China + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching language; Unterrichtssprache; Likert-Skala; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; CLIL; Lernkonzept; Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Aktives Lernen
Abstract	English is being used as a medium of instruction (EMI) for delivering science lessons in China. This study investigated Chinese high school international programme students' perceptions of and attitudes towards EMI, particularly about their perceived difficulties and support in learning. A questionnaire with Likert-type items, student group interviews, and individual teacher interviews were used in the study. Quantitative data were analysed using confirmatory factor analysis and descriptive analysis, while qualitative data were analysed by means of thematic analysis. The findings indicated a mismatch between the difficulties students encountered and the support teachers provided and revealed the problem of passive strategies for teaching science in English. Findings also suggested strategies for supporting students to learn science in the English medium, especially in inquiry-based science classrooms. These findings have important implications for integrating science and English learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01