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題名 Learner Resistance to English-medium Instruction Practices: A Qualitative Case Study
作者 黃怡萍
Huang, Yi-Ping
貢獻者 英文系
關鍵詞 English-medium instruction (EMI); learner resistance; and agency
日期 2018
上傳時間 3-Jul-2018 14:39:43 (UTC+8)
摘要 The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners’ favorable attitudes toward EMI but not necessarily its practices. Learners’ dissatisfaction has not been viewed as a form of resistance. Through the notion of learner resistance that underscores agency in defiance, this study examined the occurrences of learner resistance and the reasons for it by investigating Chinese learners’ experiences in an undergraduate business English-taught program in Taiwan. Multiple sources of data, including interviews, stories, and class observations, were gathered for analysis. The findings showed that most Chinese learners resisted an unhelpful curriculum, pedagogy, and context. Their resistance may be related not simply to academic disciplines but more importantly to a Confucian Heritage Culture of learning. Such findings highlight learner agency in resisting actions and call for further investigation into potential learner resistance in EMI practices.
關聯 Teaching in Higher Education, Volume 23, Issue 4 , Pages 435-4
資料類型 article
DOI http://dx.doi.org/10.1080/13562517.2017.1421629
dc.contributor 英文系
dc.creator (作者) 黃怡萍zh_TW
dc.creator (作者) Huang, Yi-Pingen_US
dc.date (日期) 2018
dc.date.accessioned 3-Jul-2018 14:39:43 (UTC+8)-
dc.date.available 3-Jul-2018 14:39:43 (UTC+8)-
dc.date.issued (上傳時間) 3-Jul-2018 14:39:43 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/118185-
dc.description.abstract (摘要) The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners’ favorable attitudes toward EMI but not necessarily its practices. Learners’ dissatisfaction has not been viewed as a form of resistance. Through the notion of learner resistance that underscores agency in defiance, this study examined the occurrences of learner resistance and the reasons for it by investigating Chinese learners’ experiences in an undergraduate business English-taught program in Taiwan. Multiple sources of data, including interviews, stories, and class observations, were gathered for analysis. The findings showed that most Chinese learners resisted an unhelpful curriculum, pedagogy, and context. Their resistance may be related not simply to academic disciplines but more importantly to a Confucian Heritage Culture of learning. Such findings highlight learner agency in resisting actions and call for further investigation into potential learner resistance in EMI practices.en_US
dc.format.extent 1253127 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Teaching in Higher Education, Volume 23, Issue 4 , Pages 435-4
dc.subject (關鍵詞) English-medium instruction (EMI); learner resistance; and agencyen_US
dc.title (題名) Learner Resistance to English-medium Instruction Practices: A Qualitative Case Studyen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/13562517.2017.1421629
dc.doi.uri (DOI) http://dx.doi.org/10.1080/13562517.2017.1421629