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International Journal of Bilingual Education and Bilingualism Volume 27, 2024 - Issue 4
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Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs

Sihan Zhoua Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, ChinaORCID Iconhttps://orcid.org/0000-0002-1815-5938View further author information
ORCID Icon,
Gene Thompsonb Department of Global Business, Rikkyo University, Tokyo, JapanORCID Iconhttps://orcid.org/0000-0002-2406-1364View further author information
ORCID Icon &
Sirui Zhouc Department of Foreign Languages, Beijing Language and Culture University, Faculty of Foreign Languages, Beijing, ChinaCorrespondence[email protected]
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Pages 487-500 | Received 03 Nov 2022, Accepted 07 May 2023, Published online: 22 May 2023

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Read on this site (1)

Sihan Zhou, Daniel Fung & Nathan Thomas. (2023) Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Articles from other publishers (4)

Adem Soruç, Dogan Yuksel, Barış Horzum, Jim McKinley & Heath Rose. (2024) Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education.
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Ikuya Aizawa. (2024) Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges. English for Specific Purposes 73, pages 20-32.
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Bin Wu, Zhongshe Lu & Renqing Yuan. (2023) Motivation for English Medium Instruction Among Chinese University Students: The Effect of Gender, Academic Level, Attitude and Linguistic Self-Confidence. The Asia-Pacific Education Researcher.
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Sihan Zhou, Barry Bai & Yuanyue Hao. (2023) Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies. International Review of Applied Linguistics in Language Teaching 0:0.
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