1. Introduction

This chapter introduces the concept of English-Medium Instruction (EMI) and its implementation in Chinese universities. It also outlines the challenges that students face in adapting to EMI programs and the common strategies they use, such as translation. The chapter introduces the research questions that the study aims to address, focusing on the use of translation as a learning strategy in the EMI context in China.

2. Literature Review

Chapter 2 of the paper discusses the challenges faced by students in English-Medium Instruction (EMI) programs, such as speed of delivery, new terminology, and concentration difficulties, as well as the strategies students use to cope with these challenges, including translation. The chapter also provides an overview of translation as a common learning strategy in the process of learning English as a foreign language (EFL). It explores the function and benefits of translation and provides examples of previous studies highlighting its significance as a learning strategy. Additionally, the chapter discusses the use of machine translation (MT) technology as a learning tool and presents research findings that suggest translation is a potential and beneficial solution for overcoming language barriers in EMI programs. It also highlights the lack of specific research on university students’ use of translation as a learning strategy in the EMI context, particularly in China.

3. Methodology

This chapter describes the methodology of the present study, including data collection, interviews, and data analysis. The study gathered qualitative data through semi-structured interviews with Chinese undergraduate students at an EMI university in China. The interviews were conducted in Chinese and English, and data analysis involved open coding and constructing categories to identify themes related to the use of translation in learning academic subjects in English-medium instruction.

4. Findings

This chapter described Chinese learners' use of translation as a reading strategy, writing strategy, and for other purposes. Most participants admitted to using translation to better understand English reading materials, especially for academic jargon, complex sentence structures, and in cases of disagreement with classmates. Translation was also used to help with writing, but some were opposed to translating Chinese writings into English. Translation was also utilized for other purposes, such as when looking through PowerPoints provided by lecturers, communicating with peers or teachers, listening to lectures, and doing assignments. Many students held positive attitudes towards using translation as it helped them study their disciplines, removed language barriers, and improved learning efficiency. However, problems with using translation were also identified, mostly involving machine translation, such as inaccurate or unhelpful outcomes and unintelligible language. Despite these issues, more than half of the participants did not view translation as their first choice when they cannot understand subject content.

5. Discussion

The findings reveal that Chinese undergraduates often resort to translation to deal with language problems when learning academic content in the EMI context. Unknown disciplinary terminology is the most frequently translated category for Chinese undergraduates, as they perceive it as a major obstacle to understanding learning content. The study also found that translation is least likely to be involved during communication. Students have a moderate expectation of machine translation and mainly use it to get the main idea of a foreign text. While students generally acknowledge that translation contributes to their academic learning, it may not be an ideal solution to their subject-related problems. The practical use of translation in EMI subject learning is similar to cases in EFL in some aspects. Additionally, English is a foreign language for Chinese students in the EMI context, and they still consider English language learning as necessary for self-development. Overall, students learning through the medium of English tend to use translation to overcome their lack of language competencies.

6. Conclusion

This chapter discusses the findings of the study on Chinese students' use of translation as a learning strategy in an English-medium instruction (EMI) context. Participants largely accepted translation as a useful reading and writing strategy, but were less likely to use it for listening and speaking activities. Participants encountered challenges with online machine translation tools, leading to various methods to overcome these issues. While most participants recognized translation as a helpful strategy in academic learning, some considered it less suitable for certain subjects and preferred other options. The study recommends acknowledging translation as a potential learning strategy in the EMI context, particularly for academic reading and writing. It also highlights the need for further research in this area and its implications for EMI policy planning.