Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China

Abstract Interaction has been established as an important mechanism for language learning and science learning. As such, English medium instruction (EMI) science classes are home to a unified interest in the role of interaction for learning English and content knowledge. While a lack of interaction has been commonly found in previous EMI research, this study investigates one possible reason: student beliefs. Data were collected in nine EMI high school programs across China, consisting of 331 questionnaire responses and interviews with 60 students. Results showed that although most students recognized the general benefit of interaction for both science learning and English learning, they were less committed to extensive interaction. Discrepancies between macro- and micro-level beliefs were illuminated, together with language-related challenges, which directed students’ immediate actions in class. Suggestions for EMI teachers are provided regarding how to adjust their teaching approach to meet students at their current level.