ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book examines the rationale for, attitudes toward, and classroom implementation of English-medium instruction (EMI) in Chinese universities. It focuses on different aspects of EMI: the balance of content and language; support and motivation for EMI among non-EMI students; EMI students' attitudes toward the English language, learning English, and their instructors' English teaching. Students with higher English proficiency performed better on the final exam, suggesting that a student's mastery of content may be contingent on their prior English proficiency. Xu finds that the more English was used in their EMI class, the more positive the students were toward engaging in behaviors and practices that promoted their own English learning and the more positive they were toward their instructors' practices in teaching English.
