Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-6bf8c574d5-mggfc Total loading time: 0 Render date: 2025-02-20T01:41:43.574Z Has data issue: false hasContentIssue false

10 - Path Analysis of Science Learning in Hong Kong’s EMI Secondary Schools

from Part II - Empirical Chapters (Case Studies)

Published online by Cambridge University Press:  14 December 2024

By
Xina Jin  and
Jack Pun
Edited by
Samantha M. Curle  and
Jack Pun
Samantha M. Curle
Affiliation:
University of Bath
Jack Pun
Affiliation:
City University of Hong Kong
Get access

Summary

Despite the enduring popularity of path analysis, there has been limited research in the context of English Medium of Instruction (EMI) to illustrate established theories. Moreover, researchers have yet to incorporate statistical data to refine the theoretical models and better elucidate the causal relationships between various factors that potentially influence students’ academic achievement. To fill this gap, this study aims to develop and analyze a well-fitted model that could account for contingent links between variables that directly and indirectly affect EMI students’ academic achievement in science. Drawing on survey data from eight EMI secondary schools in Hong Kong, the current study identified interplayed roles of students’ English proficiency, language use in science classroom, self-perceived English difficulty in the science classroom, and self-concept on science learning on science achievement by using path analysis – one of the structural equation modeling (SEM) models, which is also illustrated in Chapter 5 of the book.

Keywords

English Medium InstructionEnglish proficiencyscience achievementpath analysissecondary school
Type
Chapter
Information
Researching English Medium Instruction
Quantitative Methods for Students and Researchers
 , pp. 168 - 182
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ardasheva, Y. (2010). English language learners in focus: Predictors of English proficiency and academic achievement [Unpublished doctoral dissertation]. University of Louisville.Google Scholar
Beckett, G. H., & Li, F. (2012). Content-based English education in China: Students’ experiences and perspectives. Journal of Contemporary Issues in Education, 7, 47–63.CrossRefGoogle Scholar
Blunch, N. (2013). Introduction to structural equation modeling using IBM SPSS statistics and AMOS (2nd ed.). London: Sage Publications.CrossRefGoogle Scholar
Collier, J. E. (2020). Applied structural equation modeling using AMOS: Basic to advanced techniques. New York: Routledge.CrossRefGoogle Scholar
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. London: Multilingual Matters.CrossRefGoogle Scholar
Cummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In Juvonen, P. & Källkvist, M. (Eds.), Pedagogical translanguaging: Theoretical, methodological and empirical Perspectives (pp. 7–36). London: Multilingual Matters. https://doi.org/10.21832/9781788927383-004Google Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2013). English-medium instruction at universities: Global challenges. London: Multilingual Matters.Google Scholar
Evans, S. (2000). Classroom language use in Hong Kong’s English-medium secondary schools. Educational Research Journal, 15(1), 19–43.Google Scholar
Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English-medium programs in Thailand. International Journal of Educational Research, 66, 35–44.CrossRefGoogle Scholar
Jeon, J. (2015). The strengths and limitations of the statistical modeling of complex social phenomenon: Focusing on SEM, path Analysis, or multiple regression models. International Journal of Economics and Management Engineering, 9(5), 1634–1642.Google Scholar
Johnson, R. K., & Swain, M. (1997). Immersion education: International perspectives. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kline, R. B. (2005). Principles and practice of structural equation modelling. London: Guilford Press.Google Scholar
Kym, I., & Kym, M. H. (2014). Students’ perceptions of EMI in higher education in Korea. The Journal of Asia TEFL, 11(2), 35–61.Google Scholar
Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 31–32.CrossRefGoogle Scholar
Leaver, B. L., & Stryker, S. B. (1997). Content-based instruction in foreign language education: Models and methods. USA: Georgetown University Press.Google Scholar
Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’–Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289–305.CrossRefGoogle Scholar
Lo, Y. Y., & Lo, E. S. C. (2014). A meta-analysis of the effectiveness of English-medium education in Hong Kong. Review of Educational Research, 84(1), 47–73.CrossRefGoogle Scholar
Lo, Y. Y., & Macaro, E. (2012). The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15(1), 29–52.CrossRefGoogle Scholar
Macaro, E. (2018). English medium instruction. Oxford: Oxford University Press.CrossRefGoogle Scholar
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76.CrossRefGoogle Scholar
Mahon, E. A. (2006). High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal, 30, 479–497.CrossRefGoogle Scholar
Marsh, H. W., Hau, K. T., & Kong, C. K. (2000). Late immersion and language of instruction in HK high schools: Achievement growth in language and nonlanguage subjects. Harvard Educational Review, 70(3), 302–346.CrossRefGoogle Scholar
Marsh, H. W., Hau, K. T., & Kong, C.K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39(3), 727–763.CrossRefGoogle Scholar
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416.CrossRefGoogle ScholarPubMed
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshal, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48.CrossRefGoogle Scholar
Probyn, M. (2006). Language and learning science in South Africa. Language and Education, 20(5), 391–414. https://doi.org/10.2167/le554.0CrossRefGoogle Scholar
Probyn, M. (2009). “Smuggling the vernacular into the classroom”: Conflicts and tensions in classroom codeswitching in township/rural schools in South Africa. International Journal of Bilingual Education and Bilingualism, 12(2), 123–136.CrossRefGoogle Scholar
Pun, J., & Jin, X. (2022) English medium of instruction in science learning: A path analysis. System, 109, 1–11.CrossRefGoogle Scholar
Pun, J., & Tai, K. W. (2021). Doing science through translanguaging: A study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions. International Journal of Science Education, 43(7), 1112–1139.CrossRefGoogle Scholar
Raykov, T., & Marcoulides, G. A. (2006). A first course in structural equation modeling (2nd ed.). London: Routledge.Google Scholar
Roo, A. K., Ardasheva, Y., Newcomer, S. N., & Magaña, M. V. (2018). Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency. International Journal of Bilingual Education and Bilingualism, 23(9), 1108–1124.CrossRefGoogle Scholar
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161.CrossRefGoogle Scholar
Shen, C., & Tam, H. P. (2008). The paradoxical relationship between student achievement and self-perception: A cross-national analysis based on three waves of TIMSS data. Educational Research and Evaluation, 14(1), 87–100.CrossRefGoogle Scholar
Sibomana, E. (2020). Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives. International Journal of Bilingual Education and Bilingualism, 25(4), 1259–1274.CrossRefGoogle Scholar
Solórzano, R. W. (2008). High stakes testing: Issues, implications, and remedies for English language learners. Review of Educational Research, 78, 260–329.CrossRefGoogle Scholar
Tai, K. W., & Li, W. (2020). Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English medium instruction mathematics classes. System, 95, 102364.CrossRefGoogle Scholar
Tatzl, D. (2011). English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10(4), 252–270.CrossRefGoogle Scholar
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196–209.CrossRefGoogle Scholar
Wu, Y., & Lin, A. M. (2019). Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: Whole-body sense-making in the flow of knowledge co-making. Classroom Discourse, 10(3–4), 252–273.CrossRefGoogle Scholar
Xie, W. Y. & Curle, S. (2020). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585–597.CrossRefGoogle Scholar
Yip, D. Y., & Tsang, W. K. (2007). Evaluation of the effects of the medium of instruction on science learning of Hong Kong secondary students: Students’ self-concept in science. International Journal of Science and Mathematics Education, 5(3), 393–413.CrossRefGoogle Scholar
Yip, D. Y., Coyle, D., & Tsang, W. K. (2007). Evaluation of the effects of the medium of instruction on science learning of Hong Kong secondary students: Instructional activities in science lessons. Education Journal, 35(2), 77–107.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×