Abstract
This study explores the relationship between pre-lecture reading compliance and lecture comprehension in English-medium instruction (EMI) settings. The primary objective of the research was to investigate the influence of pre-lecture reading compliance on English lecture comprehension, with a secondary aim of identifying factors influencing pre-lecture reading compliance. Data were collected from 258 Taiwanese EMI students in 17 courses. A PLS-SEM model utilizing data from 249 participants evaluated the impact of pre-lecture reading compliance on lecture comprehension, accounting for English listening ability, and examined the role of reading expectancy and value in reading compliance. Additionally, open-ended responses from all 258 participants provided insights into students’ perspectives on factors affecting their reading compliance. Results indicate that academic listening ability had a large effect on lecture comprehension whereas the effect for reading compliance was small. Moreover, academic reading expectancy and value were identified as having only a small effect on pre-lecture reading compliance. Further consideration of EMI reading compliance among EMI instructors and researchers is recommended.
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