Written-complexity, accuracy, and fluency measures show non-significant changes after one year of EMI, with descriptive shifts toward more subordinate clauses and longer sentences¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? CAF measures of writing (Guiraud's index, coordination index, words per sentence/clause, errors per word/clause) changed descriptively but not significantly in either group. → Ament 2015

Evidence¶

Ament 2015¶

Ament, J. R., & Pérez Vidal, C. (2015). Linguistic outcomes of English medium instruction programmes in higher education: A study on economics undergraduates at a Catalan university. Higher Learning Research Communications, 5(1), 47-68. http://dx.doi.org/10.18870/hlrc.v5i1.239

q2 · i? · causal · r1

Wilcoxon signed-ranks results on compositions coded in CLAN for the SIM group: fluency and accuracy non-significant, and "the Guiraud's index (p=.05) is very close to a significant finding"; the IM group's CAF p-values were all above .05.

"Regarding the CAF measures there were non-significant results for fluency and accuracy. However, the Guiraud's index (p=.05) is very close to a significant finding."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Full-immersion EMI students show no statistically significant gains in any measured language domain over one year, despite descriptive improvement trends — a broader claim this one bears on
• Strategic pre-task planning has a clear positive influence on the complexity of learners' task performance — related