Immerse or rescue?——The effects of using the first language in EMI class

Our paper reports a mixed-methods study that explores how the using of first language (L1) in classroom affects content learning English Medium Instruction (EMI) at transnational higher education institution located China. Questionnaires, assessment scores, and semi-structured interview data were collected from undergraduate students business school. We still cannot conclude English-only instruction is detrimental to compared bilingual instruction, as impacts on individual are different dynamic. can affect students’ interests motivations adversely under circumstances. Findings show proficiency an important factor, which through “confidence-effectiveness” spiral. There not enough evidence improve more than instruction. These results may be relevant for other EMI contexts community general.