Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China

Abstract

English medium instruction (EMI) is gaining momentum in mainland China due to a national agenda to internationalise higher education (HE) as part of development efforts. This poses a range of challenges to students from Chinese-taught secondary schools, including listening to new academic content through English during their transition to EMI study. Drawing on Anderson's (2015) and Field's (2009) listening models, this study uses a process-oriented approach to examine whether students with varying English proficiency experience different listening challenges during their first experiences of university EMI study. It explores the interplay between English listening proficiency, self-efficacy, and motivation (i.e., goal orientation, task value) in students' perceived listening difficulties upon arrival at an EMI transnational university in mainland China. Data were collected from 316 students, including standardised English placement test scores, responses to questionnaires on listening difficulties, self-efficacy, and motivation, and analysis of interviews with 34 participants. Results reveal differences in cognitive stage-specific listening difficulties for students with varying proficiency, and highlight self-efficacy as a stronger predictor of listening difficulties than proficiency. The study offers important pedagogical implications for both EMI teaching and language support programmes during the transition period.