ABSTRACT
This chapter aims to survey English-related attitudes – that is, attitudes toward English learning, English teaching, and general attitudes toward the English language – of students from different models of English-Medium Instruction (EMI). It aims to improve the quality of EMI and provides valuable evidence-based suggestions for teachers to improve their course design as well as references for administrators and policymakers who are seeking "bumper harvests" of both English proficiency and content knowledge. The chapter proposes three models of EMI based on the proportion of English and Chinese used by instructors as the medium of instruction: Chinese as the main medium of instruction, English and Chinese balanced instruction, and English as the main medium of instruction. The chapter focuses on the influences of different models of EMI on students' English-related attitudes, excluding the other intervening variables, such as students' learning motivation.
