A Study of University Students' Perception and Preferences on EMI

YuKyongAe,; 정현숙,

doi:10.17960/ell.2009..28.004

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Studies have reported positive levels of satisfaction and attitude with EMI classes (Akçayoğlu, Ozer, & Efeoğlu, 2019;Yeh, 2014). For instance, Byun et al, (2010) found that EMI policy was viewed positively in terms of overall satisfaction level, and Yu and Chung (2009) found that EMI class students showed positive attitudes towards EMI class effectiveness on subject matter, motivation, and learning activities. More recently, a paradoxical attitude was found among EMI students in Korea: although only 22% of students in both Korean-mediated Instruction (KMI) and EMI classes stated that EMI classes improved their English skills, most students still support a school EMI policy, in spite of KMI-class students being superior both in class satisfaction and class performance (Kim & Yoon, 2018).…”

Section: Emi Satisfactionmentioning

confidence: 98%

Factors Mediating the Link Between Engagement and Satisfaction Among Online English-Mediated Instruction Learners During COVID-19

Murdoch

Lin

2023

EJEL

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The COVID-19 pandemic forced universities worldwide to make the switch to online instruction, raising concerns about the quality of online courses and their impact on student satisfaction and engagement. This study aimed to explore Korean university students’ satisfaction levels with online English-mediated instruction (EMI) courses during the pandemic and identify factors that influence class satisfaction. The purpose of this study was to provide insights into how EMI instructors could improve their online teaching practices during and after a pandemic. The hypothesis was that instructional strategies (IS), academic conscientiousness (AC), and academic integration (AI) could mediate the link between engagement and satisfaction. The study used a survey design to collect data from 219 Korean university students who took online EMI courses during the spring 2020 semester. The survey collected demographic information as well as students’ perceptions of valuable IS, AC, AI, and satisfaction. Data analysis included independent samples t-test, correlation analysis, Structural Equation Modelling (SEM), and multiple regression analysis. The results showed IS use and satisfaction differed among disciplines. Specifically, there were significant differences in satisfaction levels between Arts, STEM, Business, Social Sciences, and Literature and Languages majors. Additionally, there were significant relationships between demographics, AC, AI, IS use, and satisfaction. SEM was used to provide a general view of factors mediating the link between engagement and satisfaction. The results revealed that AC, AI, and IS use mediated the link between engagement and satisfaction. Multiple regression analysis showed that students were more satisfied with instructors who demonstrated care and warmth using social networking sites to communicate. Overall, this study provides valuable insights into student satisfaction with online EMI courses during the COVID-19 pandemic and for the future of online EMI teaching-learning. The findings suggest that online EMI instructors should consider using social networking sites to communicate with students in order to increase satisfaction levels. Additionally, instructors should be aware that different disciplines may require different instructional strategies to maximize student engagement and satisfaction.

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Section: Emi Satisfactionmentioning

confidence: 98%

Factors Mediating the Link Between Engagement and Satisfaction Among Online English-Mediated Instruction Learners During COVID-19

Murdoch

Lin

2023

EJEL

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Comparative study on the language anxiety levels and factors in different English class environments

Cha

2014

Journal of the Korea Academia-Industrial cooperation Society

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This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

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A Study of University Students' Perception and Preferences on EMI

Cited by 2 publications

References 3 publications

Factors Mediating the Link Between Engagement and Satisfaction Among Online English-Mediated Instruction Learners During COVID-19

Factors Mediating the Link Between Engagement and Satisfaction Among Online English-Mediated Instruction Learners During COVID-19

Comparative study on the language anxiety levels and factors in different English class environments

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