ABSTRACT

This paper reports on a study aimed to investigate students’ development in English proficiency over a four-year partially English-taught programme that did not integrate any explicit language learning goals. Additionally, the study investigated their perceptions concerning language gains and experiences in the programme. Both quantitative and qualitative research methods were employed. Paired-sampled t-tests indicated statistically significant differences from pretest to posttest for listening but not for grammar. Repeated measures ANOVA determined that the least proficient (B1) students obtained the highest language gains over the 4-year period, particularly in listening. In contrast, advanced (C1) students performed worse in the listening and grammar posttests than in the pretests. Further findings indicated that the students perceived a positive impact on their English competence. No significant differences were found across self-rated proficiency groups regarding their perceptions of language improvement as a result of participating in the programme. The study also found that the higher the students’ proficiency in the language, the less satisfied they were with the programme. In the focus group interviews, the students attributed their language improvement to being exposed to English and having to produce output, mainly in oral presentations and written tasks, and demanded English language instruction within the curriculum.

摘要

本文报道了一项研究，旨在调查学生在为期四年的部分英语授课课程中英语水平的发展情况，该课程没有整合任何明确的语言学习目标。此外，该研究还调查了他们对项目中语言收益和经历的看法。采用了定量和定性研究方法。配对抽样 t 检验表明，听力前测和后测之间存在统计显着性差异，但语法则没有差异。重复测量方差分析确定，最不熟练 (B1) 的学生在 4 年期间获得了最高的语言进步，尤其是在听力方面。相比之下，高级（C1）学生在听力和语法后测中的表现比预测试中的表现更差。进一步的研究结果表明，学生认为这对其英语能力产生了积极影响。对于参加该计划后的语言进步的看法，自评熟练程度组之间没有发现显着差异。研究还发现，学生的语言熟练程度越高，他们对课程的满意度就越低。在焦点小组访谈中，学生们将他们的语言进步归因于接触英语并必须产出成果，主要是口头陈述和书面任务，并要求在课程中进行英语教学。对于参加该计划后的语言进步的看法，自评熟练程度组之间没有发现显着差异。研究还发现，学生的语言熟练程度越高，他们对课程的满意度就越低。在焦点小组访谈中，学生们将他们的语言进步归因于接触英语并必须产出成果，主要是口头陈述和书面任务，并要求在课程中进行英语教学。对于参加该计划后的语言进步的看法，自评熟练程度组之间没有发现显着差异。研究还发现，学生的语言熟练程度越高，他们对课程的满意度就越低。在焦点小组访谈中，学生们将他们的语言进步归因于接触英语并必须产出成果，主要是口头陈述和书面任务，并要求在课程中进行英语教学。