This study investigated the construct of course engagement in the context of EMI classrooms in South China and how it influenced student’s academic achievement. The sample comprised 825 students from 16 weeks a semester in a public university. An empirical study (N=198) was conducted to explore aspects of the reliability and validity of the engagement. Confirmatory Factor Analysis via AMOS (26.0) showed evidence of convergent validity of the newly developed scale. A covariance structural analysis shows that three dimensions of learning engagement are a significant predictor of academic achievement for students in EMI public elective courses classroom.

Zhao Caijun, Liu Weiling, Qin Zhengjin, Chen Rou. The Road to Internationalization: A Cross-cultural Validation Analysis of Student Engagement and Achievement in South China EMI Public Elective Courses. Frontiers in Educational Research (2024) Vol. 7, Issue 3: 1-6. https://doi.org/10.25236/FER.2024.070301.

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