EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022

Gilanyi, Lisa; Gao, Xuesong; Wang, Shiyao

doi:10.1016/j.heliyon.2023.e16365

Cited by 9 publications

(4 citation statements)

References 65 publications

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“…Overall, education for children with special needs in primary schools in Indonesia is still in its developmental stage, and more efforts are needed to improve access, inclusion, teacher training, use of Technology, and government and community support in meeting the educational needs of children with special needs. Similar research has been conducted by Gilanyi et al (2023), who examined a comparative study of Inclusive Education policies in Vietnam and Malaysia with the results of research despite differences in education systems, strategic education and training in Vietnam and Malaysia oriented towards sustainable, inclusive education development, with the aim of not leaving anyone behind and ensuring people with special needs to integrate immediately into the social community (Linh & Azar, 2019). et al, 2021).…”

Section: Introductionmentioning

confidence: 83%

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

Istiyati,

Marmoah,

Poerwanti

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The article aims to compare the implementation of education for children with special needs in primary schools in Malaysia and Indonesia. This study used a descriptive qualitative approach. Data was used using literature studies, observations, and interviews. The subjects used were elementary schools in Surakarta City, Indonesia, and Malaysia. The data is analyzed by means of comparative analysis. The results showed that Indonesia and Malaysia apply the concept of inclusion in the education of children with special needs. In terms of Technology, Malaysia is more advanced by introducing educational Technology such as applications and assistive Technology. This study shows a comparison of education for children with special needs in the two countries, and it is hoped that this study can recommend good practices for the effectiveness and improvement of the quality of education for children with special needs in elementary schools.

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Section: Introductionmentioning

confidence: 83%

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

Istiyati,

Marmoah,

Poerwanti

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…As globalization intensifies competition in higher education, English Medium Instruction (EMI) has become an increasingly essential trend in universities worldwide, particularly in non-Anglophone countries [1,3,[6][7][8][9][10]. EMI is defined as teaching academic subjects in English in regions where English is not the first language [11][12][13].…”

Section: Emi In Higher Educationmentioning

confidence: 99%

“…EMI is defined as teaching academic subjects in English in regions where English is not the first language [11][12][13]. English's rise as the dominant global language, driven by global commercial needs and the predominance of English in academic publications, has propelled this trend [1,6,7,10]. Consequently, universities worldwide are increasingly designing and offering EMI courses or programs to local and international students.…”

Section: Emi In Higher Educationmentioning

confidence: 99%

Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience

Lin,

2024

Preprint

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This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields. The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.

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“…There has been an advocacy for the adoption of EMI, particularly through the implementation of CLIL, in numerous pre-primary, primary, and secondary school systems across Asia. Given the novelty of this emphasis on the educational sector, there appears to be a shortage of empirical research on the practical implementation of EMI and CLIL in primary and secondary schools in Asia (Gilanyi et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

Kruawong,

Phoocharoensil

2024

rEFLections

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The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

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EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022

Cited by 9 publications

References 65 publications

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

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