Understanding novice Chinese EFL teachers’ beliefs and practice in using English as a medium of instruction

This study explores the beliefs and practices of six novice Chinese EFL teachers in international secondary schools using English as the medium of instruction (EMI). Participants, having overseas educational experiences and an average IELTS score above 6.4, provided insights through semi-structured interviews conducted via WeChat. The findings reveal the complexity and diversity of their beliefs about the role of English and EMI in teaching, shaped by their personal and professional experiences. Challenges faced include large class sizes, limited professional expertise, and varying English proficiency levels among students, which significantly impact their teaching efficacy. The study highlights the need for linguistic support and subject matter expertise to foster EFL teachers’ professional development and enhance EMI teaching efficacy. Implications for pedagogical practices suggest the necessity of supportive measures for novice EFL teachers to navigate the complexities of EMI environments effectively.