Whether All-English Teaching Improves Students’ Academic Performance? — Research on the All-English Teaching Classes in G University Based on Regression-Discontinuity Design Approach
- DOI
- 10.2991/icsshe-19.2019.116How to use a DOI?
- Keywords
- Regression-discontinuity design approach, all-English teaching, causal identification
- Abstract
Recently all-English teaching has been widely adopted in most universities in China. This study investigates the following two questions. First, does all-English teaching improves students’ academic performance? Second, if it improves students’ academic performance, is the effect the same for students of different academic levels? Taking advantage of the exogenous influence by the national college English test (CET), this paper examines the effect of all-English teaching on students’ academic achievements in G University using the regression-discontinuity design (RDD) approach. This paper finds that there is no significant difference in CET-6 scores between the students from all-English teaching classes and students not from all-English teaching classes, although the scores of the all-English-class entrant examination between the two students groups are close. It shows that the advantage of all-English teaching is mainly for high-level students, and all-English teaching does not have a significant impact on all students. Moreover, when studying the effect of all-English teaching, it is necessary to consider the students’ different levels of English in the analysis, otherwise, the effect of all-English teaching would be overestimated.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Liang Chang AU - Yulu Huang AU - Na Tan PY - 2019/08 DA - 2019/08 TI - Whether All-English Teaching Improves Students’ Academic Performance? — Research on the All-English Teaching Classes in G University Based on Regression-Discontinuity Design Approach BT - Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019) PB - Atlantis Press SP - 759 EP - 763 SN - 2352-5398 UR - https://doi.org/10.2991/icsshe-19.2019.116 DO - 10.2991/icsshe-19.2019.116 ID - Chang2019/08 ER -