Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context

Show simple item record Jiang,, AL en Zhang, Jun Lawrence en 2019-10-08T08:33:55Z en 2019 en
dc.identifier.issn 0950-0782 en
dc.identifier.uri en
dc.description.abstract 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. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Language and Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context en
dc.type Journal Article en
dc.identifier.doi 10.1080/09500782.2019.1578789 en
pubs.issue 4 en
pubs.begin-page 322 en
pubs.volume 33 en
dc.rights.holder Copyright: The author en en
pubs.end-page 229 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 767860 en Education and Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 1747-7581 en
pubs.record-created-at-source-date 2019-04-05 en 2019-07-05 en

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