Affordances for language learning in EMI contexts: Chinese university students' perceptions and agency

The rapid expansion of English-medium instruction (EMI) provision in higher education in nonnative English-speaking (NNES) contexts has compelled researchers to explore students’ perceptions and experiences. Mostly... [ view full abstract ]

The rapid expansion of English-medium instruction (EMI) provision in higher education in nonnative English-speaking (NNES) contexts has compelled researchers to explore students’ perceptions and experiences. Mostly quantitative in nature,   a plethora of studies have focused on students’ attitudes, motivation, beliefs and learning outcomes. However, students’ perceptions of affordances for language learning and their agency in EMI classroom settings are far less investigated. Drawing on the concepts of affordance and agency in van Lier’s (2000, 2004, 2008) ecology in education, this mixed methods case study examines language learning opportunities perceived by students and their agentive action upon these opportunities in a Chinese university EMI classroom setting. Data were collected through a student survey (N=132), classroom observations, and semi-structured interviews with four purposefully selected student participants. Findings showed that (1) students’ perceptions of affordance correlate with their self-reported English proficiency. (2) Between teachers’ instructional language and classroom activities, most students cognize the latter as providing more affordances for English learning. (3) Students’ agency to perceive and act on language learning affordance is mediated by individual factors (i.e. EMI learning goals, English proficiency, and learning style) and contextual factors (i.e. teachers’ pedagogical practices, classroom activity structure and climate). As such, this paper underscores the primacy of a student-centered EMI course design which can reconcile students’ individual factors and nurture their language learning agency.