Wenzhou-Kean University (WKU) a Sino-US Cooperative University in China adopts the English Immersion Program across curricular programs. Perceived positive influences on students’ learning of this teaching model though remain scarce. Hence, this paper aimed to determine the correlation between English Immersion Program and Academic Performance among Chinese-ESL students enrolled at WKU for the academic year 2020-2021. Convenience, random, and snowball sampling of 283 students, a response rate of 10.5%, were applied to represent the WKU student population. Descriptive-correlational design and quantitative approach for data analysis were used in this cross-sectional research project. Conclusively, findings revealed a significantly strong positive relationship between course type, immersion location, instructional design, and academic performance. Interestingly, findings showed no significant difference in students’ subjective assessment in their listening, reading, and writing skills in comparison to the objective assessments provided by external institutions.

Authors: Leah Li Echiverri, Haoyu Shang, Yue Li

Published in: London International Conference on Education (LICE-2021)

• Date of Conference: 22-24 November 2021
• DOI: 10.20533/LICE.2021.0017
• ISBN: 978-1-913572-42-6
• Conference Location: Virtual (London, UK)