This project examines the relationship between reading motivation, pre-lecture reading compliance, and lecture comprehension in English-medium instruction (EMI) courses. Though EMI research has reported on each issue separately, there is currently no research that examines the relationships between these variables in EMI settings. This project seeks to establish a relationship from reading motivation to pre-lecture reading compliance, and then a relationship from pre-lecture reading compliance to EMI lecture comprehension. Should this project provide empirical evidence for these relationships, the findings may serve as a guide for instructors as they design and implement their EMI courses, particularly in terms of assigning readings to support lectures. In addition, the findings may be valuable to EMI programs for establishing mechanisms and interventions to support students in EMI courses.
|Effective start/end date||2022/08/01 → 2023/07/31|