Out of the comfort zone, into the learning zone: an exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction
In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students’ academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence,...
| Authors: | , |
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| Format: | article |
| Publication Date: | 2024 |
| Country: | España |
| Institution: | Universitat Politècnica de Catalunya (UPC) |
| Repository: | UPCommons. Portal del coneixement obert de la UPC |
| Language: | English |
| OAI Identifier: | oai:upcommons.upc.edu:2117/410640 |
| Online Access: | https://hdl.handle.net/2117/410640 https://dx.doi.org/10.1016/j.system.2024.103385 |
| Access Level: | Open access |
| Keyword: | Language and languages--Study and teaching English language - Learning Academic buoyancy 5C-s framework English-medium instruction EMI students Higher education Positive psychology Llenguatge i llengües--Ensenyament Anglès - Aprenentatge EMI Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Aprenentatge de llengües |
| Summary: | In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students’ academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence, Coordination, Control, Composure and Commitment), this study aims to understand how 14 highly buoyant EMI students from a higher education institution in Spain handle daily academic adversity. Qualitative data were generated from four focus groups and one interview and were analyzed employing a person-oriented approach to academic buoyancy. Findings reveal that highly buoyant EMI students: (1) exhibit high self-efficacy and confidence in using English; (2) maintain composure and low academic anxiety; (3) demonstrate sustained commitment by adopting proactive “fight” responses, driven by future-oriented mindsets; (4) display strong coordination skills and effectively employ self-regulated learning strategies; and (5) show a strong sense of control over their academic success, facilitated by a focus on effective communication and content learning. Based on these findings, a framework for the assessment and enhancement of (EMI) students’ academic buoyancy has been developed. Overall, this study highlights the significance of the 5-Cs framework in the study of academic buoyancy while unveiling the multidimensional and interconnected nature of its components. |
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