English-medium Instruction, Higher Education, Learning Difficulty, Language Learning Strategy
Xiao, Dr. Jianfang
A proliferation of English-medium instruction (EMI) courses has been witnessed in the past two decades in mainland China, which calls for attention to students’ problems in this new learning context. This research focuses on the difficulties Chinese EMI learners face and the learning strategies they use. We investigated 100 seniors majoring in Education who have experiences in learning EMI courses at University G. The data were collected by using semi-closed questionnaires and semi-structured interviews. The findings indicate that the participants encountered difficulty in speaking and reading most when learning EMI courses. The findings also show that they presented a medium-high level in their overall use of learning strategies, among which communication strategies were regarded most effective to overcome difficulties in speaking; cognitive strategies were highly appreciated to solve problems related to reading and listening, while meta-cognitive and cognitive strategies could help overcome obstacles in writing.