Assessing the impact of pre-lecture reading compliance on lecture comprehension in English-medium instruction courses

• Published in: Journal of English for academic purposes 2024-03, Vol.68, p.101367, Article 101367
• Main Author: Graham, Keith M.
• Format: Article
• Language: English
• Subjects: English-medium instruction (EMI); Expectancy-value theory; Higher education; Lecture comprehension; Reading compliance
• ISSN: 1475-1585; 1878-1497
• DOI: 10.1016/j.jeap.2024.101367

This study explores the relationship between pre-lecture reading compliance and lecture comprehension in English-medium instruction (EMI) settings. The primary objective of the research was to investigate the influence of pre-lecture reading compliance on English lecture comprehension, with a secondary aim of identifying factors influencing pre-lecture reading compliance. Data were collected from 258 Taiwanese EMI students in 17 courses. A PLS-SEM model utilizing data from 249 participants evaluated the impact of pre-lecture reading compliance on lecture comprehension, accounting for English listening ability, and examined the role of reading expectancy and value in reading compliance. Additionally, open-ended responses from all 258 participants provided insights into students’ perspectives on factors affecting their reading compliance. Results indicate that academic listening ability had a large effect on lecture comprehension whereas the effect for reading compliance was small. Moreover, academic reading expectancy and value were identified as having only a small effect on pre-lecture reading compliance. Further consideration of EMI reading compliance among EMI instructors and researchers is recommended.