Coping with English as Language of Instruction in Higher Education in Rwanda

Marie, Kagwesage Anne

doi:10.5430/ijhe.v2n2p1

Cited by 25 publications

(13 citation statements)

References 34 publications

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“…The findings of the present study seem to be consistent with other findings related to coping strategies used by EFL/ESL students (e.g. Holi, 2020;Al Zumor, 2019;Tsai, & Tsou, 2015;King, 2014;Joe and Lee, 2013;Marie, 2013;Suliman and Tadros, 2011;Alginahi et al, 2009;Saat and Othman, 2010;Hung, 2009;Peacock, 2001;Spack, 1997;Flowerdew and Miller, 1992). Students tend to use similar coping strategies whenever they have to study in English as a foreign language.…”

Section: Omani Engineering Students' Coping Strategiessupporting

confidence: 90%

“…However, teachers believed that these translation tools were not effective and that they mistranslate concepts in some cases, which might mislead students and impede their comprehension and understanding of those concepts and ideas. In the literature, it is evident that translation is one of the widely adopted coping strategies used by EFL/ESL students to handle their EMI-related challenges and difficulties (Querol-Julián & Camiciottoli, 2019;Sayer, 2013;Lasagabaster, 2013;Marie, 2013;Saat and Othman, 2010). This study suggests that mother-tongue had a positive impact on studying engineering through the medium of English and these students recognised its importance and significance in helping them to study engineering.…”

Section: Conclusion Implications and Recommendationsmentioning

confidence: 80%

“…Students tend to use similar coping strategies whenever they have to study in English as a foreign language. For instance, Marie (2013) found this when examining the coping strategies of multi-lingual students in Rwanda who were studying in English. One of their most common strategies was translanguaging, i.e.…”

Section: Omani Engineering Students' Coping Strategiesmentioning

confidence: 90%

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Omani Students’ Coping Strategies in an English Medium Engineering Programme

Ali¹

2020

AWEJ

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This study explores how Omani engineering students utilised coping strategies whereby they negotiated the challenges inherent in studying through the medium of English (EMI) both the students and their teachers utilised several coping strategies to overcome EMI-related problems and difficulties. A qualitative research design with a semi-structured interview with twelve engineering students as the main method of data generation. The interview data were coded thematically and analysed inductively. Key theories were chosen to inform the study design and help in interpreting and understanding the study data. The study seeks to answer the following question: How did Omani engineering students respond to EMI challenges? The data analysis and interpretation are presented according to the emergent themes and a priori themes. The identification of themes offers insights into understanding Omani students' learning experiences through the medium of English and presenting the participants' stories about their challenges and difficulties in college. These experiences are categorised and presented here based on the themes rather than through ascription to the individuals to which they relate.

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Section: Omani Engineering Students' Coping Strategiessupporting

confidence: 90%

Section: Conclusion Implications and Recommendationsmentioning

confidence: 80%

Section: Omani Engineering Students' Coping Strategiesmentioning

confidence: 90%

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Omani Students’ Coping Strategies in an English Medium Engineering Programme

Ali¹

2020

AWEJ

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“…Internationally, research into the experiences of students with EAL studying at English-speaking universities in the past two decades has also covered a variety of disciplines (Andrade, 2006; Berman and Cheng, 2001; Evans and Morrison, 2011; Leki, 2007), including nursing in Australia (Terwijn, 2015), management in Rwanda (Marie, 2013) and physics in Sweden (Airey and Linder, 2007). This study has similarities to Terwijn’s (2015) doctoral study that investigated the challenges and barriers faced by international students studying nursing in EAL in Australia.…”

Section: Overview Of the Empirical Literature On The Language And Lea...mentioning

confidence: 99%

Student experiences studying accounting in English as an additional language

Smith

Carstens

Stainbank

2020

MEDAR

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Purpose This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these students relating to listening, reading, speaking and writing in English, and the impact of these on their academic outcomes, are examined. Design/methodology/approach A qualitative case study design was used. Face-to-face semi-structured interviews were conducted with 14 students, both academically successful and unsuccessful, who had completed the first year. A thematic analysis of the data was conducted and a hybrid approach of deductive and inductive coding was used to interpret the data. This entailed the application of a language skills-based framework of teaching and learning to the first-order process of coding. An iterative and reflective process allowed themes to emerge from the data. These themes, in turn, triggered second-order codes that resonated with aspects of the interactionist approach to second language acquisition (SLA). Findings The themes that emerged indicated that students’ ability to interact with their study material, and their exposure to positive verbal interaction opportunities in both formal and informal contexts, may have contributed to their academic success. Practical implications It is recommended that an interactionist perspective be considered when designing curriculum resources and accounting language learning activities for first-year accounting students. Originality/value It is anticipated that the results will contribute towards building a bridge between accounting education and SLA research and provide a more informed linguistic foundation for incorporating language skills into the accounting curriculum.

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“…Similarly, Wyatt-Smith (1996, p. 2, as cited in Sibomana, 2010 points out that "learning involves thinking about, reflecting on, and solving cultural problems with language," the main features of language proficiency. Higher education institutions in Rwanda have been using English as a medium of instruction since 2009 (Kagwesage, 2013). i.e., all postsecondary courses are taught in English.…”

Section: Introductionmentioning

confidence: 99%

French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses

Karamage,

Habyarimana,

Uwababyeyi

et al. 2024

AJERNET

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One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.

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Coping with English as Language of Instruction in Higher Education in Rwanda

Cited by 25 publications

References 34 publications

Omani Students’ Coping Strategies in an English Medium Engineering Programme

Omani Students’ Coping Strategies in an English Medium Engineering Programme

Student experiences studying accounting in English as an additional language

French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses

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