Abstract
In many contexts of English-medium instruction (EMI), the development of English language proficiency is an often-hoped-for outcome. Existing EMI research measuring English proficiency development reports gains in specific areas of English but not others. This study examines the growth of academic vocabulary knowledge among tertiary-level students studying in EMI. Academic vocabulary is crucial for effective academic communication, not least reading, and serves as a significant predictor of academic achievement. Hence, investigating its development is pertinent. The study was guided by three research questions: (i) What is the size of tertiary-level EMI students’ receptive (reading) academic vocabulary?; (ii) Does their academic vocabulary knowledge develop over time?; and (iii) if so, do certain students experience more development than others? A small longitudinal sample of EMI students enrolled in MSc programs in Sweden took a test of receptive academic vocabulary knowledge during the first and second year of their studies. Considerable variation in academic vocabulary size was observed. Some students had small academic vocabularies sizes, potentially impacting their engagement in academic tasks. Significant gains in receptive academic vocabulary knowledge occurred. The greatest vocabulary development was observed for those students who initially had smaller academic vocabularies. Implications are discussed for EMI learning environments.
References
Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722-735. https://doi.org/10.1080/13670050.2015.1073664
Aguilar, M., & C. Muñoz. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24, 1–18. doi: 10.1111/ijal.12006
Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English medium instruction in Japan, System, 95: 102390. https://doi.org/10.1016/j.system.2020.102390
Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14, 73-92.
[Author A-D]
Brown, D. (2014). Agency and motivation to achieve language-learning objectives among learners in an academic environment in France. Apples Journal of Applied Language Studies, 8, 101-126. http://urn.fi/URN:NBN:fi:jyu-201405121693
Busby, N. L. (2021). Words from where? Predictors of L2 English vocabulary among Norwegian university students. ITL-International Journal of Applied Linguistics, 172(1), 58-84. https://doi.org/10.1075/itl.19018.bus
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage.
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies, 8, 1-13.
Chin, J. S., & Li, N. (2021). Exploring the language and pedagogical models suitable for EMI in Chinese-speaking higher education contexts. In Y. Su, H. Cheung & J. R. Wu (Eds.), Rethinking EMI: Perspectives from Chinese-speaking regions. (pp. 1-20) Routledge.
Coxhead, A., Nation, P., & Sim, D. (2014). Creating and trialling six versions of the Vocabulary Size Test. The TESOLANZ Journal, 22, 13-27.
Coxhead, A. (2016). Academic vocabulary. In K. Hyland & P. Shaw (Eds.), Routledge handbook of English for academic purposes. (pp. 97-110) Routledge.
Coxhead, A., & Boutorwick, T. J. (2018). Longitudinal vocabulary development in an EMI international school context: Learners and texts in EAL, maths, and science. TESOL Quarterly, 52, 588-610. https://doi.org/10.1002/tesq.450
Curle, S., Yuksel, D., Soruç, A., & Altay, M. (2020). Predictors of English medium instruction academic success: English proficiency versus first language medium. System, 95: 102378. https://doi.org/10.1016/j.system.2020.102378
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council. https://ora.ox.ac.uk/objects/uuid:4f72cdf8-b2eb-4d41-a785-4a283bf6caaa
Doiz, A., & Lasagabaster, D. (2020). Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism, 23, 257-262. https://doi.org/10.1080/13670050.2020.1727409
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61, 367-413. https://doi.org/10.1111/j.1467-9922.2010.00613.x
Elgort, I., & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64, 365-414. https://doi.org/10.1111/lang.12052
Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6, 3-17. https://doi.org/10.1016/j.jeap.2006.11.005
Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30, 198-208.
Galloway, N., Kriukow, J. & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan. British Council.
Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35, 305-327.
Green, C. (2022). Computing curriculum time and input for the incidental learning of academic vocabulary. Language Learning and Technology, 26,1-21.
Guarda, M. (2021). Student perspectives on English-medium instruction: Insights from an Italian university. Routledge.
Hu, M., & Nation, I. S. P. (2000). Vocabulary density and reading comprehension. Reading in a Foreign Language, 23, 403–430.
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction. (pp. 258-286). Cambridge University Press.
IELTS (n.d.) Comparing IELTS to other tests. https://www.ielts.org/for-organisations/comparing-ielts-to-other-tests
Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes 49: 100945.
Lasagabaster, D., & Doiz, A. (2021). Language use in English-medium instruction at university. Routledge.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical coverage, learners vocabulary size and reading comprehension. Reading in a Foreign Language, 22, 15–30.
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16, 33-51
Lee, S., & Pulido, D. (2017). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21, 118–138. https://doi.org/10.1177/1362168816637381
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52, 99-126.
Lin, L. & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students vocabulary. Journal of English for Academic Purposes 9, 255–266.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Macaro, E., Curle, S. Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51, 36-76.
Masrai, A., & Milton, J. (2021). Vocabulary knowledge and academic achievement revisited: General and academic vocabulary as determinant factors. Southern African Linguistics and Applied Language Studies, 39, 282-294.
McLean, S., & Stoeckel, T. (2021). Lexical mastery thresholds and lexical units: A reply to Laufer. Reading in a Foreign Language, 33, 247-259.
Pan, Y.-C., Tsai, T.-H.Huang, Y.-K., & Liu, D. 2018. Effects of expanded vocabulary support on L2 listening comprehension. Language Teaching Research 22, 189-207.
Pecorari, D., Shaw, P., & Malmström, H. (2019). Developing a new academic vocabulary test. Journal of English for Academic Purposes, 39, 59-71.
Plonsky, L. (2013). Study quality in SLA: An assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition, 35(4), 655-687.
Qi, H. (2016). A corpus-based comparison between the Academic Word List and the Academic Vocabulary List. Unpublished master’s thesis. Paper 3556. http://ir.lib.uwo.ca/etd/3556
Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE (Doctoral dissertation). University of Exeter, United Kingdom. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?sequence=2.
Rose, H., Curle, S., Aizawa, I. &Thompson, G. ((2020)). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45, 2149-2161.
Saxena, M. (2009). Construction and deconstruction of linguistic otherness: Conflict and cooperative code-switching in (English/) bilingual classrooms. English Teaching: Practice and Critique, 8(2), 167-187.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18, 55–88.
Soruç, A., Altay, M., Curle, S., &Yuksel, D. (2021). Students academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain. System, 103. https://doi.org/10.1016/j.system.(2021).102651
Soruç, A., Yuksel, D., Horzum, B., McKinley, J., & Rose, H. (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education, 1-22.
Skolverket (The Swedish National Agency for Education) (2021). Overview of the Swedish upper secondary school. Retrieved 25 May 2023 from https://www.skolverket.se/download/18.6bfaca41169863e6a659a16/1553964183391/pdf2748.pdf
Uchihara, T., & Harada, T. 2018. Roles of vocabulary knowledge for success in English‐medium instruction: Self‐perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52, 564-587.
Warnby, M. (2021). Receptive academic vocabulary knowledge and extramural English involvement: Is there a correlation? ITL-International Journal of Applied Linguistics, 173, 120-152.
Webb, S. A., & Chang, A. C. S. (2012). Second language vocabulary growth. RELC Journal, 43, 113-126.
Webb, S., & Chang, A. C. S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading programme? Studies in Second Language Acquisition, 37, 651–675. https://doi.org/10.1017/S0272263114000606
Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press.
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL-International Journal of Applied Linguistics, 168, 33-69.
Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners' achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18, 361–382.
Yuksel, D., Soruç, A., Altay, M., & Curle, S. (2021). A longitudinal study at an English Medium instruction university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review https://doi.org/10.1515/applirev-(2020)-0097
Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25, 585-597.
Aguilar, M., & C. Muñoz. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24, 1–18. doi: 10.1111/ijal.12006
Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English medium instruction in Japan, System, 95: 102390. https://doi.org/10.1016/j.system.2020.102390
Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14, 73-92.
[Author A-D]
Brown, D. (2014). Agency and motivation to achieve language-learning objectives among learners in an academic environment in France. Apples Journal of Applied Language Studies, 8, 101-126. http://urn.fi/URN:NBN:fi:jyu-201405121693
Busby, N. L. (2021). Words from where? Predictors of L2 English vocabulary among Norwegian university students. ITL-International Journal of Applied Linguistics, 172(1), 58-84. https://doi.org/10.1075/itl.19018.bus
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage.
Chapple, J. (2015). Teaching in English is not necessarily the teaching of English. International Education Studies, 8, 1-13.
Chin, J. S., & Li, N. (2021). Exploring the language and pedagogical models suitable for EMI in Chinese-speaking higher education contexts. In Y. Su, H. Cheung & J. R. Wu (Eds.), Rethinking EMI: Perspectives from Chinese-speaking regions. (pp. 1-20) Routledge.
Coxhead, A., Nation, P., & Sim, D. (2014). Creating and trialling six versions of the Vocabulary Size Test. The TESOLANZ Journal, 22, 13-27.
Coxhead, A. (2016). Academic vocabulary. In K. Hyland & P. Shaw (Eds.), Routledge handbook of English for academic purposes. (pp. 97-110) Routledge.
Coxhead, A., & Boutorwick, T. J. (2018). Longitudinal vocabulary development in an EMI international school context: Learners and texts in EAL, maths, and science. TESOL Quarterly, 52, 588-610. https://doi.org/10.1002/tesq.450
Curle, S., Yuksel, D., Soruç, A., & Altay, M. (2020). Predictors of English medium instruction academic success: English proficiency versus first language medium. System, 95: 102378. https://doi.org/10.1016/j.system.2020.102378
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council. https://ora.ox.ac.uk/objects/uuid:4f72cdf8-b2eb-4d41-a785-4a283bf6caaa
Doiz, A., & Lasagabaster, D. (2020). Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism, 23, 257-262. https://doi.org/10.1080/13670050.2020.1727409
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61, 367-413. https://doi.org/10.1111/j.1467-9922.2010.00613.x
Elgort, I., & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64, 365-414. https://doi.org/10.1111/lang.12052
Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6, 3-17. https://doi.org/10.1016/j.jeap.2006.11.005
Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30, 198-208.
Galloway, N., Kriukow, J. & Numajiri, T. (2017). Internationalisation, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan. British Council.
Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35, 305-327.
Green, C. (2022). Computing curriculum time and input for the incidental learning of academic vocabulary. Language Learning and Technology, 26,1-21.
Guarda, M. (2021). Student perspectives on English-medium instruction: Insights from an Italian university. Routledge.
Hu, M., & Nation, I. S. P. (2000). Vocabulary density and reading comprehension. Reading in a Foreign Language, 23, 403–430.
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction. (pp. 258-286). Cambridge University Press.
IELTS (n.d.) Comparing IELTS to other tests. https://www.ielts.org/for-organisations/comparing-ielts-to-other-tests
Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes 49: 100945.
Lasagabaster, D., & Doiz, A. (2021). Language use in English-medium instruction at university. Routledge.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical coverage, learners vocabulary size and reading comprehension. Reading in a Foreign Language, 22, 15–30.
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16, 33-51
Lee, S., & Pulido, D. (2017). The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading. Language Teaching Research, 21, 118–138. https://doi.org/10.1177/1362168816637381
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52, 99-126.
Lin, L. & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students vocabulary. Journal of English for Academic Purposes 9, 255–266.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Macaro, E., Curle, S. Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51, 36-76.
Masrai, A., & Milton, J. (2021). Vocabulary knowledge and academic achievement revisited: General and academic vocabulary as determinant factors. Southern African Linguistics and Applied Language Studies, 39, 282-294.
McLean, S., & Stoeckel, T. (2021). Lexical mastery thresholds and lexical units: A reply to Laufer. Reading in a Foreign Language, 33, 247-259.
Pan, Y.-C., Tsai, T.-H.Huang, Y.-K., & Liu, D. 2018. Effects of expanded vocabulary support on L2 listening comprehension. Language Teaching Research 22, 189-207.
Pecorari, D., Shaw, P., & Malmström, H. (2019). Developing a new academic vocabulary test. Journal of English for Academic Purposes, 39, 59-71.
Plonsky, L. (2013). Study quality in SLA: An assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition, 35(4), 655-687.
Qi, H. (2016). A corpus-based comparison between the Academic Word List and the Academic Vocabulary List. Unpublished master’s thesis. Paper 3556. http://ir.lib.uwo.ca/etd/3556
Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE (Doctoral dissertation). University of Exeter, United Kingdom. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?sequence=2.
Rose, H., Curle, S., Aizawa, I. &Thompson, G. ((2020)). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45, 2149-2161.
Saxena, M. (2009). Construction and deconstruction of linguistic otherness: Conflict and cooperative code-switching in (English/) bilingual classrooms. English Teaching: Practice and Critique, 8(2), 167-187.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18, 55–88.
Soruç, A., Altay, M., Curle, S., &Yuksel, D. (2021). Students academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain. System, 103. https://doi.org/10.1016/j.system.(2021).102651
Soruç, A., Yuksel, D., Horzum, B., McKinley, J., & Rose, H. (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education, 1-22.
Skolverket (The Swedish National Agency for Education) (2021). Overview of the Swedish upper secondary school. Retrieved 25 May 2023 from https://www.skolverket.se/download/18.6bfaca41169863e6a659a16/1553964183391/pdf2748.pdf
Uchihara, T., & Harada, T. 2018. Roles of vocabulary knowledge for success in English‐medium instruction: Self‐perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52, 564-587.
Warnby, M. (2021). Receptive academic vocabulary knowledge and extramural English involvement: Is there a correlation? ITL-International Journal of Applied Linguistics, 173, 120-152.
Webb, S. A., & Chang, A. C. S. (2012). Second language vocabulary growth. RELC Journal, 43, 113-126.
Webb, S., & Chang, A. C. S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading programme? Studies in Second Language Acquisition, 37, 651–675. https://doi.org/10.1017/S0272263114000606
Webb, S., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford University Press.
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL-International Journal of Applied Linguistics, 168, 33-69.
Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners' achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18, 361–382.
Yuksel, D., Soruç, A., Altay, M., & Curle, S. (2021). A longitudinal study at an English Medium instruction university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review https://doi.org/10.1515/applirev-(2020)-0097
Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25, 585-597.
Copyright (c) 2025 Hans Malmström, Diane Pecorari, Philip Shaw
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Downloads
Download data is not yet available.