A Comparative Study of the Implementation of EMI in Europe, Asia and Africa

Tamtam, Abdalmonem; Gallagher, Fióna; Olabi, Abdul–Ghani; Naher, Sumsun

doi:10.1016/j.sbspro.2012.06.836

Cited by 37 publications

(30 citation statements)

References 12 publications

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“…In some other studies, EMI is seen as a teaching and learning strategy that involves "focus on non-language subject-matter, and focus on the language, in terms of both communication and cognition" (Marsh & Laitinen, 2005;Tamtam et al, 2012).…”

Section: English As a Medium Of Instructionmentioning

confidence: 99%

“…Since there is an increasing number of foreign companies in many countries throughout the world, being bilingual may be the key to career prospects. Tamtam et al (2012Tamtam et al ( , p. 1423 propose that bilingualism is the root of "career and studying opportunities". Students will probably be offered employment or promotion prospects if they are proficient English users.…”

Section: Benefitsmentioning

confidence: 99%

“…Thus, it is gaining its popularity worldwide as means of instruction in higher education all over the world. In a comparative study conducted by Tamtam et al (2012) to investigate the implementation of English as a medium of instruction (EMI) in higher education systems in Europe, Asia and Africa, the researchers claim that compared to Asian and African nations, non-English-speaking European countries witnessed greater success in implementing EMI. Specifically, in Europe, numerous universities consider EMI very important (Tamtam et al, 2012) for reasons including internationalization, student exchanges, staff mobility, graduate employability and international student market (Ammon & McConnell, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…With regards to Asian countries, EMI approach has been practiced; however, some nations in this continent are against the implementation of EMI. Saudi Arabia, for example, regards EMI as a cultural threat that may result in a "cultural catastrophe" (Al-Jarf, 2004;Al-Sultan, 2009;Tamtam et al, 2012). Thus, instead of resorting to EMI, developed countries in Asia choose to launch translation programs which are supposed to make their indigenous languages richer (Rundall & Hernandez, 1986).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perceptions Towards the Benefits and Drawbacks of EMI Classes

Yen¹,

Nguyen²

2019

ELT

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Globalization and internationalization have fostered the development of English as a medium of instruction (EMI). EMI is gaining its popularity all over the world. In line with this tendency, various universities in Vietnam introduce EMI to its undergraduate programs in forms of advanced or high-quality training programs. However, little research has been conducted to discover the benefits as well as drawbacks of these EMI programs, especially in context where English is not a second language nor popularly used outside the classroom as in Vietnam. The purpose of this study was therefore conducted to explore the issue in a university in Vietnam. A group of 136 sophomores majoring in International Business and Information Technology participated in this study. A questionnaire was administered to them to obtain quantitative data. Six students were selected randomly to take part in individual interviews to obtain qualitative data. Results indicated that students perceived four clusters of benefits and drawbacks that EMI classrooms provide.

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Section: English As a Medium Of Instructionmentioning

confidence: 99%

Section: Benefitsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ Perceptions Towards the Benefits and Drawbacks of EMI Classes

Yen¹,

Nguyen²

2019

ELT

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“…For example, in Asian countries English plays a dominant role in language education policies, because governments and other societal forces such as schools, teachers and parents believe that proficiency in English is the basis of educational success (Baldauf et al, 2011). English is the dominant language of business, arts, education and culture (Tamtam et al, 2012).These claims suggests that reading in English is important in the countries where English is a second language (ESL), or a foreign language (EFL), and where English is used as a medium of instruction (EMI) in those countries' education systems.…”

Section: Introductionmentioning

confidence: 99%

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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‘Expectations vs. Practicalities’: Key Issues of EMI Policy and Pedagogical Implementation in Higher Education in Vietnam, with Reference from Brunei Darussalam

Noorashid

2020

Higher Education in Market-Oriented Socialist Vietnam

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A Comparative Study of the Implementation of EMI in Europe, Asia and Africa

Cited by 37 publications

References 12 publications

Students’ Perceptions Towards the Benefits and Drawbacks of EMI Classes

Students’ Perceptions Towards the Benefits and Drawbacks of EMI Classes

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

‘Expectations vs. Practicalities’: Key Issues of EMI Policy and Pedagogical Implementation in Higher Education in Vietnam, with Reference from Brunei Darussalam

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