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Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context

Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context

 Jiang, Anne Li
 2019
 p. 322-339 English
Language teachingEMI classroom activitiesTeachers’ instructional language usePerceptions of English learning affordancesManifestation of agencyMediating factors
Tác giả CN Jiang, Anne Li
Nhan đề Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context / Anne Li Jiang
Thông tin xuất bản 2019
Mô tả vật lý p. 322-339
Tóm tắt To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances, namely, perceived opportunities for action provided by the environment, and learners are excising their agency to engage with these affordances and the learning environment. Despite a substantial body of research investigating various aspects of EMI, there is a scarcity of research on students’ perceptions of EMI classroom activities and teachers’ instructional language use as English learning affordances, the manifestation of their agency and its mediating factors. Drawing on the ecological concepts of ‘affordance’ and ‘agency’, this study intends to fill this void using a mixed methods design. One EMI teacher and 134 students in a Chinese university were involved as participants. Data were collected primarily through classroom observation, a questionnaire, and interviews over a 2-month period. Findings show that activities that required students’ active engagement proved to be affordances perceived more positively. The manifestation and development of English learning agency were varied and personalised, mediated by both contextual and individual factors. Implications are also discussed.
Thuật ngữ chủ đề Language teaching-English learning
Từ khóa tự do EMI classroom activities
Từ khóa tự do Teachers’ instructional language use
Từ khóa tự do Perceptions of English learning affordances
Từ khóa tự do Manifestation of agency
Từ khóa tự do Mediating factors
Nguồn trích Language and education- Vol. 33-No 4/2019
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a p. 322-339
520[ ] |a To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances, namely, perceived opportunities for action provided by the environment, and learners are excising their agency to engage with these affordances and the learning environment. Despite a substantial body of research investigating various aspects of EMI, there is a scarcity of research on students’ perceptions of EMI classroom activities and teachers’ instructional language use as English learning affordances, the manifestation of their agency and its mediating factors. Drawing on the ecological concepts of ‘affordance’ and ‘agency’, this study intends to fill this void using a mixed methods design. One EMI teacher and 134 students in a Chinese university were involved as participants. Data were collected primarily through classroom observation, a questionnaire, and interviews over a 2-month period. Findings show that activities that required students’ active engagement proved to be affordances perceived more positively. The manifestation and development of English learning agency were varied and personalised, mediated by both contextual and individual factors. Implications are also discussed.
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653[0 ] |a Mediating factors
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