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  • Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context /
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.
Đề mục chủ đề Language teaching--English learning
Thuật ngữ không kiểm soát EMI classroom activities
Thuật ngữ không kiểm soát Teachers’ instructional language use
Thuật ngữ không kiểm soát Perceptions of English learning affordances
Thuật ngữ không kiểm soát Manifestation of agency
Thuật ngữ không kiểm soát Mediating factors
Nguồn trích Language and education- Vol. 33-No 4/2019
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1001 |aJiang, Anne Li
24510|aChinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context / |cAnne Li Jiang
260|c2019
300|ap. 322-339
520|aTo 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.
65014|aLanguage teaching|xEnglish learning
6530|aEMI classroom activities
6530|aTeachers’ instructional language use
6530|aPerceptions of English learning affordances
6530|aManifestation of agency
6530|aMediating factors
7730 |tLanguage and education|gVol. 33-No 4/2019
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