Second Language Proficiency and Academic Performance in English-Medium Instruction

A Study at a Sino-Foreign University in China

Bibliographic Data

ID22006249
AuthorsSamuel Ken-En Gan (0000-0001-9936-5090, Inha University), Boyuan Li (0000-0001-9549-9884, Wenzhou-Kean University), Chuyan Qian (Wenzhou-Kean University), Agnes Tang (Wenzhou-Kean University), Haina Zhu (Wenzhou-Kean University, corresponding author), Qi Zhang (0009-0000-5229-2496, Wenzhou-Kean University, corresponding author)
Year2025
Volume15
Issue4
Publication date2025-10-01
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440251395865
OpenAlexW4416135183
LanguageEN
References cited29

This study tests how initial English proficiency (Gaokao English), gender, province of origin, and semester timing relate to undergraduate GPA at a Sino-foreign English-medium instruction (EMI) university in China. Design/Methodology/Approach: We conducted an exploratory analysis of institutional records from 2019 to 2022 (≈4,000 undergraduates; 16,281 GPAs), modelling GPA as a function of Gaokao English scores, gender, province, and semester (spring vs autumn), and applying regression and non-parametric tests with effect sizes. Findings: All focal variables showed statistically detectable but small associations with GPA, indicating theoretical rather than practical salience. Females earned higher GPAs than males; GPAs differed by province yet not in line with regional economic levels; and spring GPAs modestly exceeded fall GPAs. The English proficiency–GPA association was positive but weak and diminished across years of study. Research limitations and implications: Evidence derives from a single institution and one EMI context, with pandemic-period semesters and limited covariates; results invite multi-institution replication and richer controls. Practical implications: Given the small effects, proportionate, program-level supports are indicated (e.g. early-semester academic-language scaffolding, light-touch diagnostics) rather than high-stakes screening. The patterns can inform resource allocation and the timing of supports. Originality/value: Using a large multi-year dataset from a Chinese EMI university, the study isolates language-of-instruction influences from cultural relocation and examines how English proficiency and background factors jointly relate to achievement, filling a gap on EMI outcomes in non-Western contexts and providing evidence to guide English-medium higher-education practice

China · English for academic purposes · Exploratory research · Higher education · Institution · Language proficiency · Relocation · Second language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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