English medium instruction in higher education: Teacher perspectives on professional development and certification

Macaro, Ernesto; Akincioglu, Mustafa; Han, Shuangmiao

doi:10.1111/ijal.12272

Cited by 62 publications

(55 citation statements)

References 35 publications

(39 reference statements)

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“…Therefore, teachers should incorporate more practical items to the English for Academic (EAP) courses and English for Specific purposes (ESP) courses based on ESL students’ actual needs. Lastly, due to the high demand of English level for teaching EMI subject-specific courses, specialized training on the strategies to cope with language-related challenges for both teachers and students is highly regarded [ 72 , 73 ]. By providing an evidence-based, pedagogically focused analysis of students’ perceptions, this research sheds light on ways to improve the quality of instructional practices in different EMI classrooms in Hong Kong and similar contexts around the world.…”

Section: Discussionmentioning

confidence: 99%

Student challenges and learning strategies at Hong Kong EMI universities

Pun

Jin

2021

PLoS ONE

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The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

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Section: Discussionmentioning

confidence: 99%

Student challenges and learning strategies at Hong Kong EMI universities

Pun

Jin

2021

PLoS ONE

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“…In both cases, they will need to be fluent in English for effective communication at the workplace or in other similar situations; because English has become not only a dominant medium of instruction, but also an equaled language in this era driven by science and technology. Among the identified drivers at the heart of the rapid growing of EMI in higher education worldwide, Macaro et al (2019) emphasized students' English proficiency and using it as "a neutral language" in contexts where the national language(s) is/are in dispute. This implies that science and mathematics students at tertiary level are no exception in Rwanda, in particular, where English is used as a second language.…”

Section: English Medium Of Instruction In Science and Mathematics Educationmentioning

confidence: 99%

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

Nsengimana

Bazimaziki

Nyirahabimana

et al. 2021

Contemporary Mathematics and Science Education

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The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners' willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

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“…The conceptualization of language for instruction seems to be meaningful for EMI teacher's language training (Margić and Vodopija-Krstanović, 2018). General language training for teachers' language proficiency improvement may not be sufficient in meeting teachers' professional development needs of effective teaching, that is, facilitating students' learning of different academic disciplines in the classroom (Freeman, 2017;Macaro et al, 2020).…”

Section: Discussion and Implications Emi Teachers' Classroom English Proficiency And Teaching Self-efficacymentioning

confidence: 99%

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

Wang

2021

Front. Psychol.

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This article examines the relationship between English medium instruction (EMI) teachers' classroom English proficiency and their teaching self-efficacy. The literature review highlights the difference between general language proficiency and classroom language proficiency by focusing on the EMI teachers' language of instruction and their language of interaction. Self-reported data were obtained using two measuring scales from 188 EMI teachers from a Chinese public university. The Pearson correlational analysis indicated that there was a strong positive relationship between the EMI teachers' classroom English proficiency and their teaching self-efficacy. Among the four constructs of the Classroom English Proficiency Scale, both language of instruction and language of interaction have a higher correlation with teaching self-efficacy than grammar or pronunciation. The linear regression analysis suggests that language of instruction has a significant contribution to the variance of teaching self-efficacy. The findings reveal the need to prioritize the strategic training of language of instruction skills to EMI teachers who are not so proficient in English. Arguably, this helps to foster the achievement and maintenance of higher teacher self-efficacy.

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English medium instruction in higher education: Teacher perspectives on professional development and certification

Cited by 62 publications

References 35 publications

Student challenges and learning strategies at Hong Kong EMI universities

Student challenges and learning strategies at Hong Kong EMI universities

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

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