Explaining the relationships between self-learning capacity and academic success in EMI from a self-image perspective
Bibliographic Data
| ID | 11182891 |
|---|---|
| Authors | Sandrotua Bali (0000-0002-3832-4727, National Dong Hwa University, corresponding author), Thomas K F Chiu (0000-0003-2887-5477, Chinese University of Hong Kong), Tsai-Tsing Chen (0009-0009-5135-7142, Tzu Chi University), Ming-Chou Liu (0000-0003-0830-3340, National Dong Hwa University), Cheng-Yi Lin (0000-0002-2033-8098, National Dong Hwa University) |
| Year | 2025 |
| Pages | 1-16 |
| Publication date | 2025-03-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2025.2481197 |
| OpenAlex | W4408955982 |
| Language | EN |
| References cited | 64 |
Electromagnetic interference · EMI · Perspective (graphical · Sociology · Telecommunications · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Second Language Learning and Teaching
Identity and Language Learning
Teaching and Researching Motivation
L2 Selves, Emotions, and Motivated Behaviors
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
Language learning motivation, self and identity
The L2 Motivational Self System
Cutoff criteria for fit indexes in covariance structure analysis
Academic success in English Medium Instruction programmes in Turkey
A comparative study of university students’ ‘English as medium of instruction’ experiences in international faculty-led classrooms in Taiwan and Thailand
Linguistic and non-linguistic factors impacting EMI academic success
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
Success factors for English as a second language university students’ attainment in academic English language proficiency
A longitudinal study at an English medium instruction university in Turkey
Exploring the role of self-efficacy beliefs and learner success in English medium instruction
Success in English Medium Instruction in China
Convergent and Discriminant Validity for Family Self-Report Measures
Self-efficacy
When Proficiency and Education Matter
Effects of self-regulation strategies on EFL learners’ language learning motivation, willingness to communication, self-efficacy, and creativity
The relationship between motivation, gender, L1 and possible selves in English-medium instruction
Relationship between self-efficacy and language proficiency
Students’ academic language-related challenges in English Medium Instruction
A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency
The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education
Predictors of English Medium Instruction academic success
Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China
Current L2 self-concept of Finnish comprehensive school students
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language
English Medium Instruction
The ideal L2 self versus ability beliefs
It's not all about English! The problem of language foregrounding in English-medium programmes in Japan
English medium instruction in China’s higher education
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
Comparing Multidimensional and Continuum Models of Vocabulary Acquisition
Too much praise for reappraisal? Examining reappraisal's impact on threat mitigation depending on its implementation
Self-Motivation for Academic Attainment
Language, Identity, and the Ownership of English
Social Cognitive Theory
What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation
| Highly cited | No |
|---|