English-medium instruction in Asian business schools: a case study

Pritasari, Adita; Reinaldo, Hendy; Watson, C. W.

doi:10.1080/01434632.2018.1458855

Cited by 11 publications

(10 citation statements)

References 9 publications

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“…The findings indicated that there were two factors that played an important role in Putri's identity construction as an ELL learner, namely parents and school. Several previous studies have also indicated that the role of school (Ali, Hamid & Moni, 2011;Tsui & Ngo, 2016;Pritasari, Reinaldo & Watson, 2018) and parental support (Bartram, 2006;Wei, 2011;Gao, 2012;Bruin, 2017) were vital in English language learning process. The role of parents and school in this study were discussed using Gee's (2000) four perspectives of identity.…”

Section: Discussionmentioning

confidence: 91%

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

Mubarokah

Prasetya

2020

pijss

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In the process of learning English, a learner constantly reshapes his/her identity as he/she goes through different learning experiences. A particular experience may be added as a new part to a learner's perceived identity or replace another part of it. The present study examined how an Indonesian reconstructed her identity as an English language learner (ELL) as she went through various learning experiences since childhood to university level in two different countries. In-depth interview was conducted to collect the participant's account on her experiences, followed by several online correspondences within two months after the interview was conducted. The results of this study indicated that parental support and school policy and environment played an important role in reshaping the participant's identity. Her identity construction was then explained using Gee's (2000) four perspectives of identity. This study extends the research on learner identity particularly in Indonesian context or any other contexts with nearly similar characteristics.

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Section: Discussionmentioning

confidence: 91%

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

Mubarokah

Prasetya

2020

pijss

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“…This finding may be partly explained by the students' level of English proficiency. According to Thomas (2019), English language proficiency is a requirement for effective EMI, but the level of English proficiency can be a problem in EM courses for students (Al-Kahtany et al, 2016;Barrios et al, 2016;Başıbek et al, 2014;Goodman, 2019;Huang, 2015;Pritasari et al, 2019;Querol-Julián & Camiciottoli, 2019;Suliman & Tadros, 2011;Tatzl, 2011;Thomas, 2019;Wang et al, 2018). Similarly, according to the last finding of the study mentioned, the students who perform well in EM courses but have difficulty in EAP courses seem to have a low level of English proficiency, which may cause them to experience difficulties in EAP courses.…”

Section: Discussionmentioning

confidence: 99%

“…As English medium instruction is the use of English to teach academic courses at universities, as EM courses have been studied under the name of English medium instruction in the literature, and as the main focus of the present study is on EM courses, English medium instruction was replaced with EM courses in the literature review. When the literature was reviewed to understand what may cause this situation, it was seen that several studies were conducted on EM courses with students (Dafouz & Camacho-Miñano, 2016;Du & Jackson, 2018;Goodman, 2019;Hengsadeekul et al, 2014;Huang, 2015;Mengxia Kong & Wei, 2019;Macaro & Akincioğlu, 2017;Margic & Vodopija-Krstanovic, 2018;Pritasari et al, 2019;Rivero-Menéndez et al, 2018;Suliman & Tadros, 2011;Wanphet & Tantawy, 2018;Wang et al, 2018), with lecturers (Başıbek et al, 2014;Tuomainen, 2018), and with students and lecturers (Al-Kahtany et al, 2016;Barrios et al, 2016;Querol-Julián & Camiciottoli, 2019;Tatzl, 2011;Thomas, 2019;Yang et al, 2019;Zhang, 2017). Some of these studies have found out that a low level of English proficiency is a problem in EM courses for students (Al-Kahtany et al, 2016;Başıbek et al, 2014;Goodman, 2019;Huang, 2015;Pritasari et al, 2019;Suliman & Tadros, 2011;Wang et al, 2018), for lecturers (Tuomainen, 2018), and for both of them (Barrios et al, 2016;Querol-Julián & Camiciottoli, 2019;Tatzl, 2011;Thomas, 2019) because English lan...…”

Section: Introductionmentioning

confidence: 99%

EFL Students in English-Medium and EAP Courses in Turkey

Baturay

Yastıbaş

2021

ijeltal

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The present study aimed to determine university students’ perceptions regarding EM and EAP courses and how they studied EM and EAP courses and their exams. It was designed as a qualitative study. Eight students participated in the study. The data were collected through semi-structured interviews and analysed by content analysis method. The findings of the study indicated that the students who perform well in EM and EAP courses and who perform well in EM courses but have difficulty in EAP courses are motivated to receive EM courses and have positive attitudes toward EM courses. Yet, the students who perform well in EM and EAP courses are more motivated to receive EAP courses and have more positive attitudes toward EAP courses. The findings also indicated that the ways the students study EM and EAP courses and for their exams have both similarities and differences. The findings were discussed. The pedagogical implications and limitations of the study were explained, and suggestions for further research were made.

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“…The overall emergence and development of BS in EM is a topic hardly researched in the literature [53]. Despite some efforts [30,[54][55][56][57][58][59][60][61], the attempt to build a holistic history of BS in the Global South is still deficient. A first step in that direction is led by Alon, Jones and McIntyre [9], Alon and McIntyre [62], and McIntyre and Alon [63], whose research projects discuss different aspects of the development of business education in Latin America, Eastern Europe, Asia, the Middle East, Africa, and Australia, paying attention to the flows of knowledge, as its transfer is "critical to emerging market industrialization and integration into the global innovation-driven economy" [64].…”

Section: Development Of Business Schools In Emerging Marketsmentioning

confidence: 99%

Development of Business Schools in Emerging Markets: Learning through Adoption and Adaptation

et al. 2020

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The purpose of this study is to contribute to the understanding of the critical resources and capabilities that business schools (BS) have developed to achieve sustainable development. Framed within the resource-based theory, it analyzes seven of the top 50 BS from emerging markets (EM). It argues that these schools have grown through a development process of adopting and adapting business models, including teaching and research methodologies, organizational structures, and business practices; when they consolidated their local leadership, they started to follow a more idiosyncratic process. The findings shed light on the challenges that schools from EM face to deliver local impact while being measured by international standards and have implications for theory development, practice, and policymaking. In terms of theory, the findings show how the Global North model has exerted a determining influence in the development path of BS in EM, and, subsequently, how the pressure to respond to domestic demands has guided the acquisition of resources and the development of capabilities. For practice, the study reveals development patterns, clues about the challenges these BS face, and the range of solutions they have implemented. For policymaking, the case studies offer valuable lessons on how governments can design support systems for BS development.

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English-medium instruction in Asian business schools: a case study

Cited by 11 publications

References 9 publications

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

The Role of Family and School in English Language Learner Identity Construction: An Indonesian Case

EFL Students in English-Medium and EAP Courses in Turkey

Development of Business Schools in Emerging Markets: Learning through Adoption and Adaptation

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