Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency

Abouzeid, Reema

doi:10.1016/j.esp.2021.03.001

Cited by 13 publications

(6 citation statements)

References 60 publications

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“…A CI is an instructor who teaches a subject (e.g., physics, engineering, and medicine) rather than a language, and CIs are essential stakeholders in an EMI environment (Macaro et al, 2021). Abouzeid (2021) concluded that curriculum designers in EMI programs should include instructors’ views regarding their students’ linguistic proficiency and learning needs. The opinions of CIs vary based on their countries, mother tongues, and scientific disciplines.…”

Section: Literature Reviewmentioning

confidence: 99%

Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

Alhamami

2023

SAGE Open

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This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The first theme is the advantages of using the students’ mother tongue (Arabic in this case) as an MI; the findings show that doing so is related to robust IC, with the latter leading to better cognition, positive affects, and stronger performance in the learning environment. The second theme is the advantages of using EMI, which can be classified into three main areas: more educational resources, better international research collaboration, and more international job opportunities. The third theme is the use of code-switching in EMI classes because of poor IC; instructors code-switch for three purposes: cognitive, affective, and performance. The fourth theme is suggestions from participants for how to improve IC in EMI programs: the findings recommend the use of IC theory and linguistic relativity to examine EMI programs; also, collaboration among IC researchers, cognitive linguists, and EMI researchers will help understand how the MI influences students’ success; furthermore, policymakers must design curricula that consider the perspectives of content instructors and provide them with training to overcome several IC barriers in EMI programs.

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Section: Literature Reviewmentioning

confidence: 99%

Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

Alhamami

2023

SAGE Open

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“…As students are often assessed on their writing in universities, especially in the humanities and social sciences, these challenges can directly affect how well students perform academically. Many of the difficulties students face center on an unfamiliarity with academic discourses, genres, and referencing conventions (e.g., Abouzeid, 2021;Eriksson, 2018;Pessoa et al, 2014), which vary from discipline to discipline. Other writing challenges extend to practical skills, which are relevant across all disciplines, such as a difficulty to take notes in English from academic texts (Andrade, 2006).…”

Section: Language-related Difficulties In Emimentioning

confidence: 99%

English language teaching and English-medium instruction

McKinley

Rose

2022

JEMI

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The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.

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“…e essence of learning is the enhancement of meta-learning ability, that is, whether the learner consciously changes and regulates his or her cognition and self so that he or she becomes an active organism in the learning process and can plan and effectively control his or her learning process. Dong Qi and Zhou Yong divided meta-learning competence into three levels and eight dimensions, namely, self-monitoring before the learning activity, including planning and preparation [14]; self-monitoring during the learning process (including awareness, method, and implementation); and self-monitoring, correction and summarization after the learning. According to Zhang Qinglin, Guan Peng, Hu, and others, meta-learning ability consists of the ability to motivate oneself to study hard, to determine learning goals, to choose the most suitable learning methods and approaches to achieve the goals, to be good at testing the goals, to take corrective measures when needed, to be good at summarizing successes and failures, and to adjust learning methods and approaches at the right time.…”

Section: State Of the Artmentioning

confidence: 99%

A Scalable Blockchain Framework for ELA Assessment

Tian

2022

Advances in Multimedia

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As a popular technology in the information age, blockchain is having a profound impact on various industries, including the field of education. Blockchain technology can accelerate the modernization of education in China, adapt to the new situation of epidemic prevention and control needs, and promote the renewal of the management and training modes of college students. Blockchain technology is decentralized, tamper-proof, traceable, trackable, open and transparent, which is conducive to the realization of individual student-centered teaching and learning, as well as an open, and transparent teaching process, which can motivate the learning motivation of English majors and improve the effectiveness of the student management and training models. To address the problem of low accuracy of the traditional English proficiency classification methods, this article aims to explore the application of blockchain technology in the management and training model of English majors and its feasibility. We propose a proficiency evaluation model based on a Discrete Hopfield Neural Network (DHNN). Firstly, the hierarchical analysis method is used to construct the evaluation index system of students’ English ability, and then the ability classification indexes are divided into 5 levels.The network achieves the classification of students’ English proficiency through the associative memory of the classification criteria, and the classification results are compared with those of the BPNN model. The simulation results show that the classification accuracy of the BPNN model is 80.0% and that of the DHNN model is 100.0%. The DHNN model has improved the classification accuracy and generalization ability, and the model establishment process is simple and the results are intuitive, which verifies the effectiveness of the proposed model

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Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency

Cited by 13 publications

References 60 publications

Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives

English language teaching and English-medium instruction

A Scalable Blockchain Framework for ELA Assessment

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