Exploring the problems of learning science in the English medium: a study on high school students’ perceptions and attitudes in China

ABSTRACT

English is being used as a medium of instruction (EMI) for delivering science lessons in China. This study investigated Chinese high school international programme students’ perceptions of and attitudes towards EMI, particularly about their perceived difficulties and support in learning. A questionnaire with Likert-type items, student group interviews, and individual teacher interviews were used in the study. Quantitative data were analysed using confirmatory factor analysis and descriptive analysis, while qualitative data were analysed by means of thematic analysis. The findings indicated a mismatch between the difficulties students encountered and the support teachers provided and revealed the problem of passive strategies for teaching science in English. Findings also suggested strategies for supporting students to learn science in the English medium, especially in inquiry-based science classrooms. These findings have important implications for integrating science and English learning.

KEYWORDS:

• English medium instruction
• learning science in the English medium
• perceptions
• difficulties

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chaoqun Lu

Chaoqun Lu is a postdoctoral fellow in the Department of English Language Education at The Education University of Hong Kong. She received her Ph.D. in Science Education from The Education University of Hong Kong. Her research interests include English-Medium Instruction (EMI), Content and Language Integrated Learning (CLIL), inquiry-based science teaching and STEM education.

Winnie Wing Mui So

Winnie Wing Mui So is currently a Professor in the Department of Science and Environmental Studies and the Director of the Centre for Education in Environmental Sustainability at The Education University of Hong Kong. Prof. So’s main research areas areSTEM education, inquiry learning in science and environmental education, and teacher development in Science/ General Studies.

Yeung Chung Lee

Yeung Chung Lee is an Adjunct Associate Professor in the Department of Science and Environmental Studies, The Education University of Hong Kong. His research interests include inquiry-based pedagogy, scientific reasoning and science curriculum development.

Yau Yuen Yeung

Yau Yuen Yeung is an Adjunct Professor in the Department of Science and Environmental Studies, The Education University of Hong Kong. Prof. Yeung is a multidisciplinary scholar in two distinct academic disciplines, namely science and education. His research interests are Science Education, Technology-Enhanced Learning and Computational Science and Materials Science.