Skip to main content

Table 2 Comparison of Students’ and Teachers’ Views on EMI Teaching/Learning

From: Challenges and adaptations in implementing an English-medium medical program:a case study in China

Items Students Teaachers   
Mean SD Mean SD Sig. dCohen
Superiority of English textbooks Updated 5.048 .953 4.757 1.168 .059 −.286
Practical 4.534 1.039 4.514 1.162 .887 −.019
Integrated 4.767 1.061 4.576 .994 .164 −.183
Focused 4.360 1.262 4.311 1.072 .752 −.040
Efficient 3.968 1.207 4.676 1.112 .000a .599
Teaching effectiveness Not clear 4.074 1.123 3.695 1.417 .064 −.316
Not substantial 3.878 1.199 3.559 1.489 .137 −.251
Translating PowerPoints 4.307 1.107 2.729 1.412 .000a − 1.332
Medical humanities Respect 5.063 .741 4.529 .615 .000a −.738
Medical ethics 4.984 .768 4.529 .706 .002a −.599
Communication skills 4.820 .863 4.294 .836 .001a −.612
English proficiency GE skills 4.757 1.018 4.892 .973 .328 .134
Academic speaking 4.799 .979 4.973 .860 .182 .184
Academic reading 5.185 .930 5.135 .816 .685 −.056
Academic writing 4.937 .954 4.946 .858 .941 .010
Self-learning Identifying problems 4.413 .945 4.324 .742 .424 .100
Raising questions 4.180 1.171 4.324 .923 .342 .130
Seeking for answers 4.862 .947 4.392 .791 .000a −.519
Independent thinking 4.683 .908 4.405 1.019 .033 −.296
  1. Full scale = 6 (strongly agree)
  2. aSignificant level 0 .003 to correct for Type I error of multiple tests