Adopting English as a Medium of Instruction (EMI) in Brazil and Flanders (Belgium): a comparative study

Guimarães, Felipe Furtado; Kremer, Marcelo Martins

doi:10.5007/2175-8026.2020v73n1p217

Cited by 11 publications

(1 citation statement)

References 62 publications

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“…This can be achieved through language classes or other language acquisition activities such as online exercises, conversations with native speakers, or reading and writing assignments (Tajik et al ., 2021). According to Guimarães and Kremer (2020), the establishment of local support units inside universities is essential for addressing the issues associated with the development and execution of EMI courses in such environments. Similarly, instructors should also possess good command of the English language to effectively deliver course material to their students.…”

Section: Discussionmentioning

confidence: 99%

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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Section: Discussionmentioning

confidence: 99%