Immerse or rescue?——The effects of using the first language in EMI class

Abstract

Our paper reports a mixed-methods study that explores how the using of first language (L1) in classroom affects content learning in English Medium Instruction (EMI) at a transnational higher education institution located in China. Questionnaires, assessment scores, and semi-structured interview data were collected from undergraduate students in business school. We still cannot conclude English-only instruction is detrimental to content learning compared to bilingual instruction, as the impacts on individual students are different and dynamic. English-only instruction can affect students’ interests and motivations adversely under circumstances. Findings show that English proficiency is an important factor, which can affect students’ content learning through a “confidence-effectiveness” spiral. There is not enough evidence that English-only instruction can improve English proficiency more than bilingual instruction. These results may be relevant for other EMI contexts and the transnational higher education community in general.