To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context

References

• Aizawa I, Rose H. 2020. High school to university transitional challenges in English medium instruction in Japan. System. 95:102390. https://doi.org/10.1016/j.system.2020.102390
   Web of Science ®Google Scholar
• Ali NL. 2013. A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Curr Issues Lang Plan. 14(1):73–92. https://doi.org/10.1080/14664208.2013.775543
   Google Scholar
• Airey J. 2020. The content lecturer and English-medium instruction (EMI): epilogue to the special issue on EMI in higher education. Int J Bilingual Educ Bilingualism. 23(3):340–346. https://doi.org/10.1080/13670050.2020.1732290
   Web of Science ®Google Scholar
• Bai B, Wang J. 2023. The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Lang Teach Res. 27(1):207–228. https://doi.org/10.1177/1362168820933190
   Google Scholar
• Bandura A. 1986. Social foundations of thought and action: a social cognitive theory. Upper Saddle River (NJ): Prentice- Hall.
   Google Scholar
• Bown J. 2009. Self-regulatory strategies and agency in self-instructed language learning: a situated view. Modern Lang J. 93(4):570–583. https://doi.org/10.1111/j.1540-4781.2009.00965.x
   Web of Science ®Google Scholar
• Bowen NE, Thomas N. 2022. Self-regulated learning and knowledge blindness: bringing language into view. Appl Linguist. 43(6):1207–1216. https://doi.org/10.1093/applin/amac062
   Web of Science ®Google Scholar
• Boonsuk Y, Fang F. 2023. Re-envisaging English medium instruction, intercultural citizenship ­development, and higher education in the context of studying abroad. Lang Educ. 37(3):271–287. https://doi.org/10.1080/09500782.2021.1996595
   Web of Science ®Google Scholar
• Bozorgian H, Shamsi E. 2023. A review of research on metacognitive instruction for listening development. Int J List. (Advanced Access):1–16. https://doi.org/10.1080/10904018.2023.2197008
   Google Scholar
• De Costa PI, Green-Eneix C, Li W. 2021. Problematizing language policy and practice in EMI and transnational higher education. ARAL. 44(2):115–128. https://doi.org/10.1075/aral.00036.edi
   Google Scholar
• Ding F, Curtis F. 2021. ‘I feel lost and somehow messy’: a narrative inquiry into the identity struggle of a first-year university student. Higher Educ Res Dev. 40(6):1146–1160. https://doi.org/10.1080/07294360.2020.1804333
   Web of Science ®Google Scholar
• Ding F, Stapleton P. 2016. Walking like a toddler: Students’ autonomy development in English during cross-border transitions. System. 59:12–28. https://doi.org/10.1016/j.system.2016.04.003
   Web of Science ®Google Scholar
• Dörnyei Z. 2005. The psychology of the language learner: individual differences in second language acquisition. Mahwah (NJ): Lawrence Erlbaum.
   Google Scholar
• Evans S, Morrison B. 2011. Meeting the challenges of English-medium higher education: the first-year experience in Hong Kong. English Specific Purposes. 30(3):198–208. https://doi.org/10.1016/j.esp.2011.01.001
   Web of Science ®Google Scholar
• Evans S, Morrison B. 2018. Adjusting to higher education in Hong Kong: the influence of school medium of instruction. Int J Bilingual Educ Bilingualism. 21(8):1016–1029. https://doi.org/10.1080/13670050.2016.1228600
   Web of Science ®Google Scholar
• Field J. 2019. Second language listening: current ideas, current issues. In: Schwieter J, Benati A, editor. The Cambridge handbook of language learning. Cambridge: Cambridge University Press; p. 283–319.
   Google Scholar
• Fung D, Lo YY. 2023. Listening strategies in the English medium instruction (EMI) classroom: how students comprehend the teacher input. System. 113:103004. https://doi.org/10.1016/j.system.2023.103004
   Web of Science ®Google Scholar
• Hu G, Li L, Lei J. 2014. English-medium instruction at a Chinese University: rhetoric and reality. Lang Policy. 13(1):21–40. https://doi.org/10.1007/s10993-013-9298-3
   Web of Science ®Google Scholar
• Gao X. 2007. Has language learning strategy research come to an end? A response to Tseng et al. (2006). Appl Ling. 28(4):615–620. https://doi.org/10.1093/applin/amm034
   Web of Science ®Google Scholar
• Gao X. 2008. Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: a longitudinal inquiry. Stud Higher Educ. 33(5):599–614. https://doi.org/10.1080/03075070802373107
   Web of Science ®Google Scholar
• Gao X. 2022. Narrative methods. In: Li S, Hiver P, Papi M, editors. The Routledge handbook of second language acquisition and individual differences. New York: Routledge; p. 546–560.
   Google Scholar
• Goh CC, Vandergrift L. 2022. Teaching and learning second language listening: metacognition in action. New York: Routledge.
   Google Scholar
• Gross JJ. 2015. Emotion regulation: current status and future prospects. Psychol Inquiry. 26(1):1–26. https://doi.org/10.1080/1047840X.2014.940781
   Web of Science ®Google Scholar
• Harsch C. 2018. How suitable is the CEFR for setting University entrance standards? Lang Assess Q. 15(1):102–108. https://doi.org/10.1080/15434303.2017.1420793
   Web of Science ®Google Scholar
• Iwaniec J, Wang W. 2022. Motivations to enrol in EMI programs in China: an exploratory study. Appl Ling Rev. 0(0): 1–25. https://doi.org/10.1515/APPLIREV-2021-0180/PDF
   Google Scholar
• Jiang AL, Zhang LJ. 2019. Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Lang Educ. 33(4):322–339. https://doi.org/10.1080/09500782.2019.1578789
   Web of Science ®Google Scholar
• Knight J. 2016. Transnational education remodelled. J Stud Int Educ. 20(1):34–47. https://doi.org/10.1177/1028315315602927
   Web of Science ®Google Scholar
• Kormos J, Csizér K. 2014. The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. Tesol Q. 48(2):275–299. https://doi.org/10.1002/tesq.129
   Web of Science ®Google Scholar
• Kuckartz U. 2014. Qualitative text analysis: a guide to methods, practice & using software. London: SAGE Publications.
   Google Scholar
• Lasagabaster D. 2016. The relationship between motivation, gender, L1 and possible selves in English-medium instruction. Int J Multilingualism. 13(3):315–332. https://doi.org/10.1080/14790718.2015.1105806
   Web of Science ®Google Scholar
• Lei J, Hu G. 2014. Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? Int Rev Appl Linguist Lang Teach. 52(2):99–126. https://doi.org/10.1515/iral-2014-0005
   Web of Science ®Google Scholar
• Liu D, DeWinter A, Harrison P, Wimpenny K. 2021. Motivation factors in student decisions to study transnational higher education in China: a comparative study of two anglo-sino programs. J Market Higher Educ. (Advanced Access): 1–21. https://doi.org/10.1080/08841241.2021.1900487
   PubMed Web of Science ®Google Scholar
• Macaro E, Curle S, Pun J, An J, Dearden J. 2018. State-of-the-Art article a systematic review of English medium instruction in higher education. Lang Teach. 51(1):36–76. https://doi.org/10.1017/S0261444817000350
   Web of Science ®Google Scholar
• Macaro E, Baffoe-Djan J, Rose H, Sabato B, Hughes B, Cuccurullo D. 2019. Transition from secondary school CLIL to EMI at university: initial evidence from research in Italy. London: British Council.
   Google Scholar
• Mareschal C. 2007. Student perceptions of a self-regulatory approach to second language listening comprehension development [Unpublished doctoral dissertation]. Ottawa (Canada): University of Ottawa.
   Google Scholar
• Mok KH, Han X. 2016. From ‘brain drain’ to ‘brain bridging’: transnational higher education development and graduate employment in China. J Higher Educ Policy Manag. 38(3):369–389. https://doi.org/10.1080/1360080X.2016.1174409
   Web of Science ®Google Scholar
• Mynard J, Shelton-Strong SJ, editors. 2022. Autonomy support beyond the language learning classroom: a self-determination theory perspective. Bristol: Multilingual Matters.
   Google Scholar
• Ou WA, Gu MM. 2021. Language socialization and identity in intercultural communication: Experience of Chinese students in a transnational university in China. Int J Bilingual Educ Bilingualism. 24(3):419–434. https://doi.org/10.1080/13670050.2018.1472207
   Web of Science ®Google Scholar
• Panadero E. 2017. A review of self-regulated learning: six models and four directions for research. Front Psychol. 8:422. https://doi.org/10.3389/fpsyg.2017.00422
   PubMed Web of Science ®Google Scholar
• Phan L. 2016. Transnational education crossing ‘Asia’ and ‘the west’. New York: Routledge.
   Google Scholar
• Reinders H, Phung L, Ryan S, Thomas N. 2023. The key to self-regulated learning: a systematic approach to maximising its potential. Oxford: Oxford University Press.
   Google Scholar
• Rogier D. 2012. The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE [Unpublished doctoral dissertation]. Exeter (UK): University of Exeter.
   Google Scholar
• Rose H. 2012. Reconceptualizing strategic learning in the face of self-regulation: throwing language learning strategies out with the bathwater. Appl Ling. 33(1):92–98. https://doi.org/10.1093/applin/amr045
   Web of Science ®Google Scholar
• Rose H, Briggs JG, Boggs JA, Sergio L, Ivanova-Slavianskaia N. 2018. A systematic review of language learner strategy research in the face of self-regulation. System. 72:151–163. https://doi.org/10.1016/j.system.2017.12.002
   Web of Science ®Google Scholar
• Rose H, Harbon L. 2013. Self-regulation in second language learning: an investigation of the Kanji-learning task. Foreign Lang Ann. 46(1):96–107. https://doi.org/10.1111/flan.12011
   Web of Science ®Google Scholar
• Rose H, McKinley J. 2018. Japan’s English-medium instruction initiatives and the globalization of higher education. High Educ. 75(1):111–129. https://doi.org/10.1007/s10734-017-0125-1
   Web of Science ®Google Scholar
• Rost M. 2015. Teaching and researching listening (3rd ed.). New York: Routledge.
   Google Scholar
• Ryan RM, Deci EL. 2020. Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp Educ Psychol. 61:101860. https://doi.org/10.1016/j.cedpsych.2020.101860
   Web of Science ®Google Scholar
• Sahan K, Kamaşak R, Rose H. 2023. The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System. 114:103016. https://doi.org/10.1016/j.system.2023.103016
   Web of Science ®Google Scholar
• Şahan Ö, Sahan K. 2023. A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities. Linguist Educ. 75:101149. https://doi.org/10.1016/j.linged.2023.101149
   Web of Science ®Google Scholar
• Schreier M. 2014. Qualitative content analysis. In: U. Flick, editor. The SAGE handbook of qualitative data analysis. London: SAGE; p. 170–183.
   Google Scholar
• Schneider J. 2022. Writing strategies as acts of identity. TESOL Q. 56(1):230–253. https://doi.org/10.1002/tesq.3061
   Web of Science ®Google Scholar
• Soruç A, Griffiths C. 2018. English as a medium of instruction: students’ strategies. ELT J. 72(1):38–48. https://doi.org/10.1093/elt/ccx017
   Web of Science ®Google Scholar
• State Council. 2003. Regulations of the People’s Republic of China on Chinese-foreign cooperation in running schools. Beijing.
   Google Scholar
• Su Y, Li Y, Liang J, Tsai C. 2019. Moving literature circles into Wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Comput Assist Lang Learn. 32(5–6):556–586. https://doi.org/10.1080/09588221.2018.1527363
   Web of Science ®Google Scholar
• Teng LS. 2022. Self-regulated learning and second language writing: fostering strategic language learners. Cham: Springer Nature.
   Google Scholar
• Teng LS, Zhang LJ. 2022. Can self-regulation be transferred to second/Foreign language learning and teaching? Current status, controversies, and future directions. Appl Ling. 43(3):623–623. https://doi.org/10.1093/applin/amab048
   Web of Science ®Google Scholar
• Teng MF, Huang J. 2019. Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. TESOL Q. 53(1):232–247. https://doi.org/10.1002/tesq.462
   Web of Science ®Google Scholar
• Thomas N, Rose H. 2019. Do language learning strategies need to be self‐directed? Disentangling strategies from self‐regulated learning. TESOL Q. 53(1):248–257. https://doi.org/10.1002/tesq.473
   Web of Science ®Google Scholar
• Thomas N, Bowen NEJA, Rose H. 2021. A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies. System. 103, 102619:1–13. https://doi.org/10.1016/j.system.2021.102619
   Google Scholar
• Thomas N, Rose H, Cohen AD, Gao X, Sasaki A, Hernandez-Gonzalez T. 2022. The third wind of language learning strategies research. Lang Teach. 55(3):417–421. https://doi.org/10.1017/S0261444822000015
   Web of Science ®Google Scholar
• Tseng W, Dörnyei Z, Schmitt N. 2006. A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition. Appl Ling. 27(1):78–102. https://doi.org/10.1093/applin/ami046
   Web of Science ®Google Scholar
• Wang H, Chao X. 2022. Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective. Lang Educ. 36(4):346–361. https://doi.org/10.1080/09500782.2021.1936545
   Web of Science ®Google Scholar
• Yabukoshi T. 2021. Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. Lang Learn J. 49(1):27–40. https://doi.org/10.1080/09571736.2018.1472626
   Web of Science ®Google Scholar
• Yang W. 2015. Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. Int J Bilingual Educ Bilingualism. 18(4):361–382. https://doi.org/10.1080/13670050.2014.904840
   Web of Science ®Google Scholar
• Yuan R, Zhang T, Li M. 2023. ‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education. Lang Educ. 37(4):529–545. https://doi.org/10.1080/09500782.2022.2119862
   Web of Science ®Google Scholar
• Zeng Y, Goh CC. 2018. A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. SSLLT. 8(2):193–218. https://doi.org/10.14746/ssllt.2018.8.2.2
   Web of Science ®Google Scholar
• Zhou S, Fung D, Thomas N. 2023. Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge. Journal of Multicultural and Multilingual Development. https://doi.org/10.1080/01434632.2023.2248078.
   Google Scholar
• Zhou S, McKinley J, Rose H, Xu X. 2022. English medium higher education in China: Challenges and ELT support. ELT J. 76(2):261–271. https://doi.org/10.1093/elt/ccab082
   Web of Science ®Google Scholar
• Zhou S, Rose H. 2021. Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China. System. 103:102644. https://doi.org/10.1016/j.system.2021.102644
   Web of Science ®Google Scholar
• Zhou S, Thompson G. 2023a. A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China. Stud Second Lang Learn Teach. 13(2):427–450. https://doi.org/10.14746/ssllt.38281
   Web of Science ®Google Scholar
• Zhou S, Thompson G. 2023b. Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China. System. 113:102998. https://doi.org/10.1016/j.system.2023.102998
   Web of Science ®Google Scholar
• Zimmerman BJ. 1989. A social cognitive view of self-regulated academic learning. J Educ Psych. 81(3):329–339. https://doi.org/10.1037/0022-0663.81.3.329
   Web of Science ®Google Scholar
• Zimmerman BJ. 2000. Attaining self-regulation: a social cognitive perspective. In Boekaerts M, Pintrich PR, Zeider M, editors. Handbook of self-regulation. San Diego: Academic Press; p. 13–39.
   Google Scholar
• Zimmerman BJ, Moylan AR. 2009. Self-regulation: where metacognition and motivation intersect. In Hacker DJ, Dunlosky J, Graesser AC, editors. Handbook of metacognition in education. New York: Routledge; p. 299–315.
   Google Scholar
• Zimmerman BJ, Schunk DH. 2011. Self-regulated learning and performance: an introduction and an overview. In: Zimmerman BJ, Schunk DH, editors. Handbook of self-regulation of learning and performance. New York: Routledge; p. 1–12.
   Google Scholar
• Zimmerman BJ, Campillo M. 2003. Motivating self-regulated problem solvers. In: Davidson JE, Sternberg RJ, editors. The nature of problem solving. Cambridge: Cambridge University Press; p. 233–262.
   Google Scholar