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English-Medium Instruction in
Chinese Universities

This edited book is about the rationale, practice and classroom implementation of
English-medium instruction courses in Chinese universities. It specifically focuses
on classroom discourse analysis across different disciplines and settings. The main
themes of this book are: describing the state educational policies toward English-
medium instruction at the tertiary level; distinguishing English-medium instruc-
tion from mainstream foreign language learning; analyzing curricula and discourse
at the classroom level and evaluating the learning effectiveness of these courses.
This book covers the widespread implementation of English-medium courses
in China across different disciplines, and it provides a window for researchers
and practitioners from other parts of the world to see the curriculum design,
lesson planning, discourse features, and teacher-student interaction in English-
medium classrooms in China. Contributors to this volume consist of a panel of
highly respected researchers in the fields of bilingual education, English-medium
instruction, classroom discourse analysis, and language program evaluation.
Chapters include,

1 Balance of content and language in English-medium instruction classrooms

2 English-medium instruction in a math classroom: an observation study of
classroom discourse
3 Asking and answering questions in EMI classrooms: what is the cognitive
and syntactic complexity level?

Jing Zhao is Associate Professor at Sun Yat-sen University, China, and Visiting
Research Scholar at Harvard Graduate School of Education, US (2014–15). She
earned her doctoral degree in Curriculum and Instruction, specializing in English
as a Second Language, from Texas A&M University. Dr. Zhao’s research interests
include second language acquisition, effectiveness of various bilingual programs,
and ESL/EFL teacher development. Her work appeared in Annals of Dyslexia,
International Journal of Bilingualism and Contemporary Educational Psychology.

L. Quentin Dixon is Associate Professor in the Department of Teaching, Learn-

ing and Culture, Texas A&M University. Dr. Dixon’s research interests focus
on the language and literacy development of bilinguals, and in using rigorous
quantitative research methods to study educational questions. Dr. Dixon has
published in leading journals such as Review of Educational Research, Journal of
Research in Reading, and Journal of Applied Developmental Psychology.
Routledge Critical Studies in Asian Education
Series Editors: S. Gopinathan and Wing On Lee
For a full list of titles in this series, please visit www.routledge.com

A Critical Study of Thailand’s Higher Education Reforms

The culture of borrowing
Rattana Lao

Mapping the Terrain of Education Reform

Global trends and local responses in the Philippines
Vicente Chua Reyes, Jr.

Nonformal Education and Civil Society in Japan

Edited by Kaori H. Okano

Knowledge, Control and Critical Thinking in Singapore

State ideology and the politics of pedagogic recontextualization
Leonel Lim

Languages in the Malaysian Education System

Monolingual strands in multilingual settings
Edited by Asmah Haji Omar

Policy Discourses in Malaysian Education

A nation in the making
Edited by Suseela Malakolunthu and Nagappan C. Rengasamy

Making Sense of Education in Post-Handover Hong Kong

Achievements and challenges
Edited by Thomas Kwan-Choi Tse and Michael H. Lee

English Education at the Tertiary Level in Asia

From policy to practice
Edited by Eun Sung Park and Bernard Spolsky

English-Medium Instruction in Chinese Universities

Perspectives, discourse and evaluation
Edited by Jing Zhao and L. Quentin Dixon
English-Medium Instruction
in Chinese Universities
Perspectives, discourse and evaluation

Edited by Jing Zhao

and L. Quentin Dixon
First published 2017
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor€& Francis Group, an informa
business
© 2017 selection and editorial matter, Jing Zhao and L. Quentin
Dixon; individual chapters, the contributors
The right of Jing Zhao and L. Quentin Dixon to be identified as the
authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections€77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A Catalog record for this book has been requested
ISBN: 978-1-138-66845-4 (hbk)
ISBN: 978-1-315-61862-3 (ebk)
Typeset in Galliard
by Apex CoVantage, LLC
Contents

List of figuresvii
List of tablesviii
List of contributorsx
Acknowledgementsxv

Introduction 1
JING ZHAO AND L. QUENTIN DIXON

PART I
Perspectives21

1 Balance of content and language in English-medium

instruction classrooms 23
XIAO YANG

2 College students’ perspectives on English-medium

instruction and their English learning motivational
intensity 45
RINING WEI, JIEYUN FENG, AND QING MA

3 College students’ attitudes toward English-medium

instruction and the English language 59
HONGCHEN XU

PART II
Classroom discourse77

4 English-medium instruction in a medical school: managing

classroom discourse 79
CHENGUANG CHANG
viâ•… Contents
5 English-medium instruction classroom discourse in a
liberal arts school: history recontextualized 105
HUI YU AND MENG LIU

6 English-medium instruction in a Chinese university math

classroom: an observation study of classroom discourse 128
FUHUI TONG AND SHIFANG TANG

PART III
Evaluation145

7 Evaluation of learning outcomes in an education course:

does it work? 147
MIAO LI

8 Using English to teach content courses in universities for

nationalities: policies, practices and challenges 165
ANWEI FENG, BINLAN HUANG, QIANG LI, FU MA, ZHENAI ZHANG,
BIAO ZHANG, SHUANG LIANG, LIANG LI, AND XIANGHUA PEI

9 Asking and answering questions in English-medium

instruction classrooms: what is the cognitive and syntactic
complexity level? 184
GUANGWEI HU AND XIUHAI LI

Conclusion 204
L. QUENTIN DIXON AND JING ZHAO

Index213
Figures

4.1 The enzymes lecture 81

4.2 The toxicology lecture 82
4.3 Slide 2 of the enzymes lecture 96
4.4 Slide 18 of the enzymes lecture 97
4.5 Slide 2 of the toxicology lecture 98
4.6 Mechanics and kinetics slide 1 and corresponding spoken discourse 99
4.7 Mechanics and kinetics slide 2 and corresponding spoken discourse 100
5.1 Classification of Indians in (1a) and (1b) 114
5.2 Possible criteria for classification in (1a) 114
5.3 Classification and (sub-classification) in (2a) and (2) 116
5.4 Inter-stratal tension across meaning and wording (adapted from
Martin, 2003, p. 322) 117
5.5 A€continuum for causality in history: a possible version 123
8.1 Self-reported proficiency in three languages, minority language
Chinese, and English 177
8.2 Language use in classroom teaching textbooks, doing
assignments and assessment 177
Tables

2.1 Associations between extent of support for EMI and four

background variables 50
2.2 Associations between perceived effects of EMI and four
background variables 51
2.3 Associations between extent of support for EMI, perceived effects of
EMI, and motivational intensity 52
3.1 Reliability coefficients of item scores in EMI questionnaire 64
3.2 Reliability coefficients of item scores in non-EMI questionnaire 64
3.3 Demographic information of the participants 65
3.4 Attitudinal differences between EMI and non-EMI students 66
3.5 Attitudinal differences among students in three models of EMI 66
4.1 Metafunctions and their reflexes in the grammar (based on
Halliday, 2004, p. 61) 83
4.2 Example of sandwich structure 87
4.3 Sandwich structure of the enzymes lecture 89
4.4 Outline of the toxicology lecture 89
4.5 The frequency and percentage of thematic progression patterns
in the lectures 90
4.6 Examples of linear progression pattern in the two lectures 91
4.7 Examples of constant progression pattern in the two lectures 92
6.1 Time distribution of instructional languages:
observed vs. perceived 138
6.2 Activity structure by language of instruction 138
6.3 Time allocation in communication mode by language of instruction 139
6.4 Time allocation in language content by language of instruction 139
7.1 Descriptive statistics of all measures (N = 53) 154
7.2 Regression results when final exam was the outcome measure 156
7.3 Regression results when post-reading comprehension was the
outcome measure 156
8.1 Quota for nominations of EMI contestants at GU (Adapted
and translated from a public announcement by TAO, GU, 2015) 170
8.2 GU students’ views regarding EMI teaching 172
8.3 Language use for different situations or learning tasks 174
 Tablesâ•…ix
8.4 Students’ views regarding EMI teaching 177
8.5 Approaches that tend to be adopted by universities for nationalities 179
9.1 Background information about the participants and their
EMI courses 188
9.2 Normalized frequencies of teacher questions by lesson,
medium, and cognitive level 194
9.3 Normalized frequencies of student responses by lesson,
medium, and cognitive level 195
9.4 Descriptive statistics and results of one-way within-subjects
ANOVAs on standardized frequencies of teacher questions by
cognitive level 196
9.5 Descriptive statistics and results of paired-samples t-tests on
standardized frequencies of student responses by cognitive level 196
9.6 Descriptive statistics and results of one-way within-subjects
ANOVAs on cognitive and syntactic complexity of
teacher questions 197
9.7 Descriptive statistics and results of paired-samples t-tests on
cognitive and syntactic complexity of student responses 197
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