Reading Guide for Annotated Bibliography

Article: Implementing English-medium instruction (EMI) in China: teachers’

practices and perceptions, and students’ learning motivation and needs

Pre-Reading
1. What kind of reading is this?
❏ A research article
❏ A blog post
❏ An interview report
❏ Fiction
❏ A news article

How do you know?

Because it shows the data studied, a section that says data collection, analysis, results,
strategies, etc

2. Who is the author? Do you think this author is credible? Explain.

Jiang, L., Zhang, L.

3. When was this text published?

The 30th of April 2016.

4. Where was this text published? Do you know anything about the PIE News? Do you think this
is a credible website? Why or why not?

In the International Journal of Bilingual Education and Bilingualism

5. This reading includes a title and several excerpts in larger font size throughout. Read through
any parts of the text that are set off in larger font. Based on these excerpts, what do you think
this reading will be about?

I think this reading will be an investigation into a tertiary English-medium instruction (EMI)
programs in China, with a focus on subject teachers.

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While Reading

7. Engage with the text to get the most out of it. Highlight key statements, parts, or points – even
those you find confusing. Also, make note of words or terms you don’t understand so you can
look them up later. Record your own questions, points of agreement or disagreement with
what’s being said in the text. Reread the text as many times as necessary to achieve thorough
understanding of this text.

Post-Reading
8. Who do you think is the intended audience for this text? Consider the content of the text as
well as the website in which it is published.

The results and conclusions could be used by finders that suggest increasing access to ESP
provision that is fine-tuned to the language issues in genuine EMI classrooms is crucial.

9. Write an APA citation for this reading, using the guidelines for citing electronic resources in
APA from Purdue’s OWL:

Jiang, L., Zhang, L. J., & May, S. (2016). Implementing English-medium instruction (EMI) in China:
teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of
Bilingual Education and Bilingualism, 22(2), 107–119. https://doi.org/10.1080/13670050.2016.1231166

10. What is one thing you learned from this text?

What I learned is that findings show that effective instruction was maintained via deploying
pragmatic strategies, yet the goal of promoting English attainment was underachieved, as
language teaching was not overtly heeded. Subject teachers’ perceptions of EMI undermined
prospective students’ linguistic gains. The immediate educational context also contributed to
students’ English learning motivation and needs.

12. What is one thing from this text that surprised you?

One thing that surprised me is how EMI instruction was delivered by subject teachers and how
English learning should be facilitated through adjunct ESP courses when participants’ English
proficiency was inadequate.

13. What is one thing you disagree with the author?

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14. Now fill out the annotation table below

Citation

Jiang, L., Zhang, L. J., & May, S. (2016). Implementing English-medium instruction (EMI) in China:
teachers’ practices and perceptions, and students’ learning motivation and needs. International
Journal of Bilingual Education and Bilingualism, 22(2), 107–119.
https://doi.org/10.1080/13670050.2016.1231166

Summary This research aims to the investigation into a tertiary English-medium

instruction (EMI) programs in China, with a focus on subject teachers’
perceptions and practices in EMI and students’ motivation and needs in
English learning. Given a lacuna in existing EMI research, it examined how
EMI instruction was delivered by subject teachers and how English learning
should be facilitated through adjunct ESP courses when participants’ English
proficiency was inadequate.

Evaluation The article appears to be written to inform the data from nine classroom
observations, three post-observation interviews and a questionnaire survey.
Findings show that effective instruction was maintained via deploying
pragmatic strategies, yet the goal of promoting English attainment was
underachieved, as language teaching was not overtly heeded. Subject
teachers’ perceptions of EMI undermined prospective students’ linguistic
gains. The immediate educational context also contributed to students’
English learning motivation and needs.

Reflection The results and conclusions could be used by finders that suggest increasing
access to ESP provision that is fine-tuned to the language issues in genuine
EMI classrooms is crucial. Collaboration between subject and language
specialists is beneficial to students’ learning of both the subject knowledge
and the language skills. ESP practitioners thus need to consider students’
communicative needs in their disciplines and address the limitations of the
current EMI practices in tertiary education in China.

15. Follow the same procedure for each of your articles.

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Articles investigated

Jiang, L., Zhang, L. J., & May, S. (2016). Implementing English-medium instruction
(EMI) in China: teachers’ practices and perceptions, and students’ learning
motivation and needs. International Journal of Bilingual Education and
Bilingualism, 22(2), 107–119.
https://doi.org/10.1080/13670050.2016.1231166

Gustafsson, H. (2018). Capturing EMI teachers’ linguistic needs: a usage-based

perspective. International Journal of Bilingual Education and Bilingualism, 1–
12. https://doi.org/10.1080/13670050.2018.1425367

‌ Willans, F. (2022). The scramble for EMI: lessons from postcolonial “old EMI”

universities. Teaching in Higher Education, 27(4), 546–557.

https://doi.org/10.1080/13562517.2022.2029395

© University of Arizona Writing Program