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Previous research has examined the impact of various factors on the academic success of undergraduate students in English Medium Instruction (EMI) environments, with the aim of improving students’ academic outcomes. However, clarity regarding the necessity and sufficiency of these factors for EMI academic success remains elusive, limiting a comprehensive understanding of this phenomenon. This study used crisp-set Qualitative Comparative Analysis (csQCA) to analyse data from 16 empirical studies that investigated factors influencing the academic success of social science undergraduate students in EMI settings, using the EMI Academic Success (EMIAS) model. The findings revealed that English language proficiency emerged as a necessary and sufficient condition for EMI academic success, while students’ characteristics appeared to be a sufficient but not necessary condition. In addition, three causal configurations leading to EMI academic success were identified among four condition variables – English language proficiency, students’ characteristics, educational background, and English language support. This study contributes to a deeper understanding of the determinants of EMI academic success and highlights the importance of students’ English language proficiency and their characteristics in the context of EMI. [ABSTRACT FROM AUTHOR]

For some time, change has been the driving force in language teaching and learning. This seems to be even truer today than it was in the past, and seems set to be even more so in the future, which raises the questions of how to identify what is known and what is needed by teachers managing the changes, and how to address any needs. In this study, we asked 35 experienced secondary school teachers of English in Hong Kong to rate their own change-related knowledge, skills and personality characteristics, to find out how they would rate themselves in the various areas, and to consider whether such information can be of use in identifying change-related support needs. The results show that the teachers self-assessed some of their change-related knowledge, skills and personality characteristics as more and some less developed than others. Reasons are put forward to explain these different ratings, and ways in which such information might be used to identify teachers' change-related needs are discussed. [ABSTRACT FROM AUTHOR]