Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy.
Background: Implementing English medium instruction (EMI) has become a proliferating measure in higher education to embrace globalization. Nevertheless, university students reported various challenges in taking EMI courses. Objectives: This study investigated the effect of the computer‐mediated term...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 921 - 935 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163886543&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163886543 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2023 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163886543 161430055 163886543 163886543 10.1111/jcal.12777 163886543 ppf: 921 ppct: 14 formats: tig: atl: Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy. aug: au: Lee, Yuan‐Hsuan affil: Department of Education and Learning Technology, National Tsing Hua University, Hsinchu, Taiwan, Republic of China sug: subj: Computers and Computerization Problem-Based Learning Self-Directed Learning English Language Human Colleges and Universities Descriptive Statistics Male Female Taiwan Quasi-Experimental Studies Self-Efficacy Funding Source Male Female ab: Background: Implementing English medium instruction (EMI) has become a proliferating measure in higher education to embrace globalization. Nevertheless, university students reported various challenges in taking EMI courses. Objectives: This study investigated the effect of the computer‐mediated terminology pretraining on university students' EMI success, regarding their efficacy in taking EMI courses, self‐directed learning (SDL), and EMI performance. Methods: Participants were 86 university students enrolled in two EMI educational psychology courses. Students in the experimental group were assigned computer‐mediated terminology pretraining tasks for 13 consecutive weeks, while those in the control group did not receive the pretraining assignment. Both groups were taught using the problem‐based learning (PBL) pedagogy with a computer‐mediated structured whiteboard. Results and Conclusion: The study findings showed that the computer‐mediated terminology pretraining enhanced learners' response efficacy. Both groups increased their SDL under the PBL pedagogy. Besides, multigroup comparison results demonstrated that efficacy in EMI positively predicted SDL, which was related to better EMI performance in the experimental group but not in the control group. Notably, students conducting computer‐mediated terminology pretraining remitted the influence of English ability on their EMI performance. Major Takeaways from the Study: Implications for instruction were made to use the combined strategy of the computer‐mediated terminology pretraining and PBL in EMI courses to facilitate university students' efficacy in taking EMI courses, self‐directed learning behaviours, and EMI performance. Lay Description: What is already known about this topic?: Implementing English medium instruction (EMI) courses has become a prevalent measure for higher education to embrace globalization.Some students hold positive attitude toward taking EMI courses, while others hold negative attitude toward taking EMI courses.Correlational research showed that individual differences, such as English proficiency, self‐efficacy in EMI, and academic language skills, are associated with EMI success. What this paper adds: This study adds to the literature in EMI success to investigate how computer‐mediated terminology pretraining under problem‐based learning (PBL) pedagogy will affect learners' efficacy in EMI, self‐directed learning (SDL), and EMI performance.The computer‐mediated terminology pretraining enhances learners' efficacy that their efforts or responses in taking the EMI course are effective.Students' efficacy in taking EMI courses promotes their self‐directed learning; moreover, self‐directed learning behaviours in EMI is associated with better EMI performance for students with computer‐mediated terminology pretraining but not for those in the control group due to the influence of English ability.The computer‐mediated terminology pretraining can compensate the effect of individual differences in English ability on EMI performance. Implications for practice and/or policy: Instructors can assign the computer‐mediated terminology pretraining before the face‐to‐face EMI session to prepare learners with the basic understanding of the professional concepts for the complex PBL activities.Effective pedagogical support, such as combined strategy use of computer‐mediated terminology pretraining and PBL, can enhance learners' efficacy in EMI and help them plan and prioritize their learning progress to achieve better EMI performance. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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