Analysed through the lens of language ideology, this qualitative study delved into the multilingual experiences of Chinese international students in English-medium instruction (EMI) studies in Germany. Drawing on semi-structured interview data from 16 Chinese postgraduate students in an international university, this study probed into these…

In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI)…

English-medium instruction (EMI) has burgeoned alongside two decades of L2 self-regulated learning research. In both areas, listening remains under-researched, longitudinal designs are under-employed, and in-depth studies are necessary to unpack learner development. In a context believed to initiate self-regulated learning, the current study…

English-Medium Instruction (EMI) practices in the People's Republic of China (PRC) are still emerging and in need of further empirical investigation, in comparison to European countries. Existing research in the Asian context is mainly based on students' and teachers' perceptions and policy-related concerns. There is a remarkable lack of studies…

The present study evaluates the impact of the fine-tuning medium of instruction (MOI) policy in Hong Kong in the early stages of its implementation. It explores the key stakeholders' perspectives on a school-based policy via a case study, which gathered multiple sources of qualitative data (i.e. focus groups/interviews, open-ended questionnaires,…