EMI through virtual exchange at Bordeaux University

Reynolds, Alexandra

doi:10.21827/jve.5.37479

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…Even students living in deprived areas would be able to access EMI through VE (Ward et al, 2010). Students would be able to improve their English skills (Reynolds, 2022). A VE-based EMI is characterized by collaborative pedagogies that give learners autonomy (Ward et al, 2010;Paliwoda-Pękosz and Stal, 2015;Chuang, 2017;Reynolds, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Students would be able to improve their English skills (Reynolds, 2022). A VE-based EMI is characterized by collaborative pedagogies that give learners autonomy (Ward et al, 2010;Paliwoda-Pękosz and Stal, 2015;Chuang, 2017;Reynolds, 2022). VE can also help them to expand their horizons and advance their global competencies (Hammond and Radjai, 2022;Rakhshandehroo, 2022;Reynolds, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Querol-Julián and Camiciottoli (2019) pointed out that almost all of these studies have focused on face-to-face EMI contexts, indicating that virtual settings should be considered in EMI research. The following small number of recent studies have explored the use of VE models in EMI (Vo, 2021;Hammond and Radjai, 2022;Rakhshandehroo, 2022;Reynolds, 2022). Reynolds (2022) conducted research in France and proposed the term "EMI-VE. "…”

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

“…The following small number of recent studies have explored the use of VE models in EMI (Vo, 2021;Hammond and Radjai, 2022;Rakhshandehroo, 2022;Reynolds, 2022). Reynolds (2022) conducted research in France and proposed the term "EMI-VE. " It was found that Erasmus VE (EVE) can enhance students' critical thinking skills and linguistic repertoire by improving their transdisciplinary learning competencies.…”

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

“…It is where English education and English research outputs have been given a privilege and therefore, other languages have been deprived of the opportunity to produce research outputs (Altbach, 2007;Wilkinson, 2013;Wallitsch, 2014). Currently, there is a growing body of research examining the benefits of using first language (L1) in EMI and translanguaging (e.g., Fujimoto-Adamson and Adamson, 2018), as well as using technology in EMI for instance virtual exchange (e.g., Helm, 2020;Reynolds, 2022) to address these challenges.…”

Section: Introductionmentioning

confidence: 99%

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The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

Rakhshandehroo

Rakhshandehroo²

2023

Front. Educ.

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English-medium instruction (EMI) has been rapidly adopted worldwide as a strategy for internationalization, accompanied by a substantial amount of research attention. However, research on EMI has only recently been conducted in Iran. To contribute to the ongoing growing literature, this study explores the attitudes of Iranian students and instructors toward the possibility of implementing EMI in Iran through virtual exchange (VE). In order to determine whether EMI can be used through VE in Iran, a mixed method sequential explorative study was conducted. It has been identified that the linguistic readiness of students and/or instructors is the primary barrier to the success of EMI through VE in Iran because EMI is still in its infancy. In accordance with the literature, systematic support is required at the institutional level. Yet many of the students showed interest in the idea of EMI via VE, even if it was only a short one-session VE lesson, primarily to enhance their linguistic skills and global competencies. This study proposes that integrating EMI through VE at the graduate level may be more feasible. This is because there are already more EMI seminars and classes available, students are self-directed learners, and they may be better linguistically prepared. Regarding EMI access through VE, there were advantages and disadvantages. The benefit of using VE in EMI is that EMI would be accessible even to students living in less privileged locations, but the disadvantage is that the accessibility of the Internet may not be stable, considering requiring a VPN to access some websites. It is hoped that this study will serve as a useful starting point for future research in Iran and similar settings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

Rakhshandehroo

Rakhshandehroo²

2023

Front. Educ.

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English-medium instruction in Tunisia: Perspectives of students

Abdeljaoued

2023

Front. Psychol.

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This article gives a Tunisian perspective to the ongoing debate on the adoption of English-medium instruction (EMI) across the globe and notably in the Middle East and North Africa (MENA). It explores the attitudes of students toward EMI, especially in relation to French, the default medium of instruction at Tunisian universities. It also investigates the challenges that students encounter in courses mediated through English. Finally, it reports on the current EMI practices as they are conducted in the classroom setting. The article uses a mixed approach involving quantitative data collected via an online survey and qualitative data via classroom observation and note-taking. It was found that students typically held a positive attitude toward English and an awareness of its importance. They displayed a pragmatic stance as they associated English with research, technology, mobility, employability, and career prospects. While English is used as the language of the curriculum and documentation, students engage in translanguaging practices to ensure an effective dialog with content teachers and better acquisition of academic content. Given their multilingual repertoire and the status of French, students used French and English in parallel and, to a lesser extent, Tunisian Arabic. They tended to switch to French to ensure a more effective classroom exchange, especially when English fails them. Teachers used translanguaging in order to promote students’ engagement in the academic content.

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Deploying Internationalisation at Home During Lockdown

Reynolds¹

2022

apliut

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EMI through virtual exchange at Bordeaux University

Cited by 3 publications

References 20 publications

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

English-medium instruction in Tunisia: Perspectives of students

Deploying Internationalisation at Home During Lockdown

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