Understanding EAP Learners' Beliefs about Language Learning from a Socio-cultural Perspective: A Longitudinal Study at an EMI Context in Mainland China

This book explores the beliefs of EAP learners in mainland China transitioning from an EFL to an EMI setting, investigating the interplay between learners' agency and contextual realities.

Format: Paperback / softback
Length: 152 pages
Publication date: 11 February 2022
Publisher: Springer Verlag, Singapore

This book delves into the intricate dynamics of EAP (English for Academic Purposes) learners' beliefs about language learning as they transition from an EFL (English as a Foreign Language) environment to an EMI (English as the Medium of Instruction) setting in mainland China. Adopting a mixed-method paradigm, it seeks to capture the broad spectrum of the selected student population's beliefs while also unveiling the transformative process of change in these beliefs. The study hypothesizes that the shift in learners' beliefs is intricately influenced by the interplay between their agency and the contextual realities at both institutional and social levels.

The quantitative component of the study employs statistical analysis to quantify the dynamic nature of the student population's beliefs. This involves collecting data from a large sample of EAP learners, using surveys, interviews, and other research methods to gather insights into their perspectives on language learning. By analyzing the quantitative data, the study aims to identify patterns, trends, and significant factors that shape learners' beliefs during the transition.

The qualitative component of the study focuses on in-depth interviews and case studies with a select group of EAP learners. These interviews provide a deeper understanding of the individual experiences and perspectives of the learners as they navigate the transition from an EFL to an EMI setting. Through qualitative analysis, the study seeks to uncover the underlying factors that contribute to the change in beliefs, including the influence of personal factors, cultural backgrounds, educational contexts, and language learning strategies.

The findings of this book shed light on the complex interplay between learners' agency, contextual realities, and beliefs about language learning. It offers valuable insights for educators, policymakers, and researchers in the field of EAP and language education. By understanding the factors that influence learners' beliefs and the processes through which these beliefs change, educators can develop more effective teaching strategies and programs that support EAP learners' academic success in their EMI contexts.

Furthermore, the study's findings have broader implications for language learning and teaching in general. It highlights the importance of considering the contextual factors that shape learners' beliefs and the role that agency plays in their language learning journey. This knowledge can be applied to other language learning contexts, such as international education, where learners may face similar transitions and challenges.

In conclusion, this book provides a comprehensive exploration of the dynamic nature of EAP learners' beliefs about language learning in their transition from an EFL to an EMI setting in mainland China. By adopting a mixed-method paradigm and analyzing both quantitative and qualitative data, it offers valuable insights into the factors that influence beliefs and the processes through which these beliefs change. The findings of this study have significant implications for educators, policymakers, and researchers in the field of EAP and language education, and can contribute to the development of more effective teaching strategies and programs that support learners' academic success in diverse language learning contexts.

Weight: 279g
Dimension: 235 x 155 (mm)
ISBN-13: 9789811601415
Edition number: 1st ed. 2021