After studying EAP for an academic year at the EMI University, the participants were found to be consistent with respect to some beliefs identified at the first research stage. For instance, both the quantitative and qualitative data indicate that they still believed in the importance of vocabulary and an English-speaking environment for language learning.
At the same time, a number of changes were observed in the participants’ beliefs one academic year after they had studied EAP for an academic year at the EMI University. In contrast with the optimistic attitude towards the learning of English upon their arrival at the EMI University, a more realistic position on the difficulty of learning English was
found among them. In the questionnaire surveys, they demonstrated significant changes in their belief about the general difficulty of learning English (Item B1) and the time it takes to learn it well (Item B13). Further, they showed more awareness of difficulties in reading, writing, speaking, and listening (Item B7) both in the questionnaires and in the interviews.
The qualitative data also indicate that, after studying EAP for an academic year at the EMI University, the participants’ perceived difficulty in learning English shifted from vocabulary and grammar to studying content subjects in English, and to academic writing and listening. In other words, the major difficulties they encountered were associated with studying content subjects in English and doing academic writing tasks such as essays, coursework papers, and project reports. Coinciding with these perceived difficulties are the prevalent belief among them about the importance of academic study in vocabulary, speaking, writing, and reading.
With regard to their beliefs about the nature of the of learning English, both the quantitative and qualitative results indicate that, though the primacy of grammar (Item B4) was abandoned by the participants after they had studied EAP for an academic year at the EMI University, moderate importance was still attached to the study of vocabulary. The qualitative data reveal that their beliefs about the importance of memorisation and repetition, examinations, and the value of translation became weaker with time. Instead, a perception that English should be learned through practice and communication with others was held by the participants. Correspondingly, clear expression was considered more important than good pronunciation in learning English. A further change detected in the interviews relates to their belief in the value of interacting with peers in learning English.
The questionnaire surveys and interviews also show that the participants placed greater value on an English-speaking environment for (Item B8) and on extensive reading in learning English (Item B5). In addition, both the quantitative and qualitative data
indicate that they attached less importance to pronunciation as long as it did not hinder smooth communication (Item B9).
The two data sources show that the participants recognised the need for a larger degree of autonomy in their English study after the participants had studied EAP for an academic year at the EMI University. They were more ready to take responsibility for their own learning of English (Item B11), and to practise more after class in order to learn English well (Item B14). Hence, they thought that they should find their own opportunities to learn English (Item B10). However, though there was evidence of less reliance on teachers among the participants (Item B15), the interviews reveal that they still needed guidance from their teachers in EAP learning at the EMI University.
The changes in the participants’ BLL after they had studied EAP for an academic year at the EMI University validate the literature on Chinese learners learning EAP in English-speaking contexts. The result pertaining to the participants’ perception of the value of an English-speaking environment echoes that of Bernat and Lloyd’s (2007) study in Australia. Chinese students tend to believe that studying in an English-speaking context will provide a favourable environment to learn and use English (Liu, 2013; Yang, Webster & Prosser, 2011). Nevertheless, their appreciation of the EMI environment did not undermine the emergence of their realistic attitude towards the difficulty of learning English in such an EMI context (Tanaka, 2004). They seemed to realise that an EMI context did not necessarily lead to automatic progress in their English proficiency.
The belief in the importance of practising English and communicating with others confirms M. Zhong’s (2008) study. After studying EAP at EMI contexts, the participants seemed to have broadened their belief that learning English means not only focusing on textbooks, but also using it to communicate with others. Another newly developed belief that it is important to interact with peers in English learning also confirms Yang and Kim’s (2011) and M. Zhong’s (2008) studies.
The participants’ lingering belief in the importance of vocabulary learning at the EMI University verifies a number of studies in other similar EMI contexts (e.g., Bernat & Lloyd, 2007; M. Wu, 2008a). Vocabulary learning seems to be one of the essential components in Chinese EFL learners’ beliefs. In contrast, there is a decrease in the participants’ belief in the importance of grammar in the current study. Grammar seems not to be a focus of their beliefs when studying EAP in the EMI context.
Confirmation of previous research also comes in the participants’ beliefs about autonomy in the learning of English. This research echoes studies conducted in similar EMI contexts (e.g., Amuzie & Winke, 2009; Chan, 2001; Tanaka, 2004; Q. Zhong, 2010) in that, after studying EAP in these EMI contexts, the EFL learners reported a stronger autonomy.
While generating evidence in support of much previous research on Chinese learners’ beliefs in EMI contexts, this study also identifies some new findings. For instance, the present research found a certain degree of teacher dependence among the participants. This finding contradicts some earlier literature (e.g., Amuzie & Winke, 2009) in which a subsiding of belief in the importance of teachers was reported among Chinese learners after studying EAP in the U.S. This might be associated with the nature of the English curriculum at the EMI institutions. The English course at an EMI tertiary institution is actually for academic purposes, serving as part of the students’ content studies. The EAP courses make use of the formative assessment, normally task-based and group-oriented. As a result, students might have a need to seek guidance from their teachers about how to prepare for this kind of formative evaluation (Gan, 2009).
The present study aims to fill the gap created by the theoretical shortcomings in previous research on Chinese EFL learners’ beliefs (Section 2.2.2). The above findings with regard to the changes in the participants’ beliefs at the EMI University indicate that belief is dynamic and context-specific in nature. This finding provides counterevidence to the cognitive perspective that belief is a stable meta-cognitive construct (Wenden, 1999). It indicates a connection between learner beliefs and learning context (Barcelos,
2003), hence supporting the socio-cultural conceptualisation that belief is socially situated and responsive to context (Amuzie & Winke, 2009).
The findings suggest a potential connection between the socio-cultural elements and the participants’ beliefs. For instance, the participants’ perceived difficulties in academic study at the EMI University, including the study of content subjects in English, and of academic writing and speaking, were found to have contributed to the emergence of their beliefs about the importance of speaking and writing for academic purposes. This reflects the influence of situational conditions and cultural artefacts upon their beliefs. Furthermore, their belief in the importance of practice and communication in English displays the influence of the situational learning discourse at the EMI University. Lastly, the participants’ belief in the value of interacting with peers suggests the possible mediating effect of social agents (peers) upon learner beliefs.
This study therefore validates the socio-cultural approach to BLL research proposed by a number of researchers (e.g., Bernat, 2008; Kalaja, 2003; Tanaka & Ellis, 2003; Yang & Kim, 2011) and extends previous BLL research by examining EAP learners in an EMI setting within a broader EFL context. It has identified congruence and divergence in their beliefs with previous research and shed more light on the nature of BLL from a socio-cultural perspective.
4.6 Summary
In summary, this chapter has reported the findings from the quantitative and qualitative data. It has also discussed the changes identified between the two research stages. The findings provide a general understanding of the students’ beliefs after they had studied EAP for an academic year at the EMI University. It has indicated that the changes in the participants’ beliefs are related to the contextual conditions and their EAP learning experiences at the EMI University. In the next chapter, I shall present my results with regard to the informants’ motivation.