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Effects of immersion on young learners' proficiency in Hong Kong.

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Title: Effects of immersion on young learners' proficiency in Hong Kong.
Authors: Chu, Edward Y. W.1 (AUTHOR) echu@hkmu.edu.hk, Qiu, Xuyan2 (AUTHOR)
Source: Cogent Education. Dec2025, Vol. 12 Issue 1, p1-14. 14p.
Subject Terms: *Immersion method (Language teaching), *Expertise, *Teaching methods, *School children, Hongkongers, Participation, Stakeholder analysis
Geographic Terms: Hong Kong (China)
Abstract: This quasi-experimental study was conducted in a Hong Kong primary school where the effects of an immersion programme on the English proficiency development of Grades 1–3 pupils were evaluated. Ninety-seven English-medium instruction (EMI) students and their 225 Chinese-medium instruction (CMI) peers completed pre-test and post-tests at the beginning and end of the academic year, respectively. Three administrators, six teachers, and one parent were interviewed regarding the programme's effectiveness. Inferential statistical analyses were conducted to compare the pre-test and post-test results of the EMI and CMI groups, while the thematic content analysis was conducted to analyse the interview data. The quantitative results indicate that both EMI and CMI students improved their L2 (English) proficiency. The qualitative findings imply that the EMI group achieved this without compromising their first language (Chinese) and content subject learning. Different stakeholders attributed the effectiveness of immersion to student characteristics, teacher support, rich L2 resources, and parental involvement. The findings of this study provide pedagogical suggestions on the implementation of EMI for young learners. [ABSTRACT FROM AUTHOR]
Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effects of immersion on young learners' proficiency in Hong Kong.
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  Data: <searchLink fieldCode="JN" term="%22Cogent+Education%22">Cogent Education</searchLink>. Dec2025, Vol. 12 Issue 1, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Immersion+method+%28Language+teaching%29%22">Immersion method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Hongkongers%22">Hongkongers</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong+%28China%29%22">Hong Kong (China)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This quasi-experimental study was conducted in a Hong Kong primary school where the effects of an immersion programme on the English proficiency development of Grades 1–3 pupils were evaluated. Ninety-seven English-medium instruction (EMI) students and their 225 Chinese-medium instruction (CMI) peers completed pre-test and post-tests at the beginning and end of the academic year, respectively. Three administrators, six teachers, and one parent were interviewed regarding the programme's effectiveness. Inferential statistical analyses were conducted to compare the pre-test and post-test results of the EMI and CMI groups, while the thematic content analysis was conducted to analyse the interview data. The quantitative results indicate that both EMI and CMI students improved their L2 (English) proficiency. The qualitative findings imply that the EMI group achieved this without compromising their first language (Chinese) and content subject learning. Different stakeholders attributed the effectiveness of immersion to student characteristics, teacher support, rich L2 resources, and parental involvement. The findings of this study provide pedagogical suggestions on the implementation of EMI for young learners. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cogent Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/2331186X.2025.2533694
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: School children
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      – SubjectFull: Hongkongers
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      – SubjectFull: Stakeholder analysis
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      – SubjectFull: Hong Kong (China)
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              Text: Dec2025
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