Students' Perceptions and Readiness in Bilingual Learning: A Case Study in General Chemistry 1 Course

Abstract

The development of bilingual education in the Chemistry course involves the integration of two languages, typically the local language and English, as the medium of instruction. This article explores students' perceptions and readiness toward bilingual education in the context of the General Chemistry 1 course. Survey 1 indicated that most students had negative attitudes towards bilingual education, considering English as just another subject rather than a language to learn. Survey 2 showed a shift in students' perceptions after experiencing bilingual learning, with many acknowledging the benefits of learning in both languages. While 66.7% initially disagreed with bilingual education, 50% of them found it helpful for learning English and other subjects. The study highlights the need to introduce English lectures gradually and adopt appropriate teaching methods to ensure effective learning. However, instructors face challenges, such as students' weak English foundation and decreased interest in learning. Strategies proposed to address these issues include encouraging active student participation and cultivating high-quality interdisciplinary talents. Moreover, lecturers are urged to continuously improve their language and teaching skills, adopting modern educational ideas, and fostering innovative teaching methods. Colleges and universities are encouraged to embrace the opportunities of internationalization and strengthen the construction of bilingual courses and modern education platforms, ultimately cultivating bilingual teachers with enthusiasm. The goal of bilingual teaching is to develop bilingual talent, necessitating instructors to engage in constant learning and introduce new teaching methods to cultivate students' bilingual thinking mode.