Jennifer Ament
Biographic Data
| ID | 3824050 |
|---|---|
| NAME | Jennifer Ament |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Ament |
| SIGNATURE | AMENT J |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0001-8273-171X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Students’ Perspectives and Attitudes Toward EMI and Translanguaging: A Cross‐Country Comparative Study of China and Spain
English‐medium instruction (EMI) is expanding worldwide, with China and Spain playing an increasingly active role in its implementation. While EMI promotes internationalization and academic development, few studies compare contexts across countries. Drawing on interview data, this qualitative study examines students’ attitudes toward EMI and translanguaging in China and Spain. Findings reveal generally positive views of EMI, though Chinese studen…
Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes
Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in …
Individual differences in English-medium education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
The rise of English as an international language has led to the widespread implementation of English-medium education (EME) programs in higher education institutions around the world. Due to the relationship between EME and access to opportunities, knowledge and valuable capital it is unclear if the practice enables or hinders diversity, inclusion and equity. This study examines the beliefs, motivations and perceptions of 107 Spanish and Chinese …
The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interacti…
The Role of Internationalization and English as a Lingua Franca in English-Medium Instruction in Higher Education
OBRA RESSENYADA: Hugo BOWLES and Amanda C. MURPH. English-Medium Instruction and the Internationalization of Universities. London: Palgrave Macmillan, 2020 -- Kumiko MURATA. English-Medium Instruction from an English as a Lingua Franca Perspective: Exploring the Higher Education Context. London and New York: Routledge, 2019
A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners
The Role of Internationalization and English as a Lingua Franca in English-Medium Instruction in Higher Education
OBRA RESSENYADA: Hugo BOWLES and Amanda C. MURPH. English-Medium Instruction and the Internationalization of Universities. London: Palgrave Macmillan, 2020 -- Kumiko MURATA. English-Medium Instruction from an English as a Lingua Franca Perspective: Exploring the Higher Education Context. London and New York: Routledge, 2019
The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers
This study examines a semi and a full English-medium instruction (EMI) undergraduate program offered at a Catalan university in order to measure its effect on the students’ oral output. Specifically, it tackles the acquisition of pragmatic markers (PMs) by measuring four variables, the overall frequency of use, the variety of types, the use of textual PMs, and the use of interpersonal PMs. Oral data were collected via a monologue and an interacti…
Students’ Perspectives and Attitudes Toward EMI and Translanguaging: A Cross‐Country Comparative Study of China and Spain
English‐medium instruction (EMI) is expanding worldwide, with China and Spain playing an increasingly active role in its implementation. While EMI promotes internationalization and academic development, few studies compare contexts across countries. Drawing on interview data, this qualitative study examines students’ attitudes toward EMI and translanguaging in China and Spain. Findings reveal generally positive views of EMI, though Chinese studen…
Implementing academic reading circles in higher education: Exploring perceptions, motivation and outcomes
Academic reading is an essential yet challenging skill to teach in higher education. Research shows that academic reading circles (ARC) is a promising methodology that could improve academic reading skills but despite this, few studies have reported on the experiences and outcomes of implementing the methodology in the university setting. The purpose of this study is to investigate perceptions, motivation and outcomes of using ARC methodology in …
Individual differences in English-medium education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
The rise of English as an international language has led to the widespread implementation of English-medium education (EME) programs in higher education institutions around the world. Due to the relationship between EME and access to opportunities, knowledge and valuable capital it is unclear if the practice enables or hinders diversity, inclusion and equity. This study examines the beliefs, motivations and perceptions of 107 Spanish and Chinese …
Second Language Learning and Teaching (6 works) · EFL/ESL Teaching and Learning (5 works) · Computer Science (3 works) · Higher education (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Internationalization (2 works) · Internationalization of Higher Education (2 works)