Semi-immersion EMI students show a statistically significant gain in grammar over one academic year, while their cloze and listening gains are not significant¶

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? First-year semi-immersion EMI students improved significantly on a grammar sentence-manipulation task from T1 to T2 (p=.01), but showed no significant improvement on cloze or listening tasks. → 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 analysis of pre/post scores for the semi-immersion group (N=9) over one academic year; grammar means rose from 32.0 to 43.6 while "A significant gain was detected in the grammar task (p=.01)"; cloze and listening were not significant.

"The SIM group results (Table 7) show no significant improvements for the cloze or listening task, between T1 and T2. A significant gain was detected in the grammar task (p=.01)."

Discussion¶

Related Claims¶

• Statistically significant linguistic gains after one year of EMI were detected in the semi-immersion group only, despite the immersion group's larger mean gains — a broader claim this one bears on
• Listening comprehension does not improve after one year of EMI in either group, with slightly lower scores at post-test — related
• Full-immersion EMI students show no statistically significant gains in any measured language domain over one year, despite descriptive improvement trends — related