English-Medium Instruction in Higher Education: Lessons from China

Hu, Guangwei

doi:10.18823/asiatefl.2019.16.1.1.1

Cited by 37 publications

(36 citation statements)

References 22 publications

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“…China has witnessed a rapid increase of the use of English to teach academic subjects in its universities (Hu 2019). EMI is viewed as an important strategy for developing a modernised HE system and strengthening the nation's cultural, academic and economic competitiveness in the world (Hu and Lei 2013).…”

Section: The Expansion Of Emi In Chinamentioning

confidence: 99%

Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions

Huang

Curle

2021

Journal of Education and Work

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This article reports a mixed-methods study that explored university students' perceptions of whether and how English Medium Instruction (EMI) improves career prospects. Questionnaire (n = 100) and interview data (n = 20) were collected from current and graduated (alumni) students from an EMI Finance programme at a Chinese university in Beijing. Participants reflected on their EMI experience and/or career experience to determine whether or not their employability had increased. Findings showed that both cohorts of students were positive that EMI will/had increased their career prospects. They believed that EMI could/had expanded their career choices as well as provided more job opportunities by improving their English proficiency. Overall students agreed that using EMI meant less content was taught, however, denied that this would negatively affect their career prospects. Practical implications for pedagogy are discussed.

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Section: The Expansion Of Emi In Chinamentioning

confidence: 99%

Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions

Huang

Curle

2021

Journal of Education and Work

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“…In many contexts, EMI practice was initiated by the country leaders (Hu, 2019). In Europe, this trend was triggered through Bologna Process (Wachter & Maiworm, 2014) by expecting well preparation for their students and graduates.…”

Section: Introductionmentioning

confidence: 99%

“…EMI practice is perceived to make their mobilization and employability smooth. In China, the Ministry of Education leader started to popularise it by requiring EMI programs to be one of the aspects of university quality control assessment (Hu, 2019). In Indonesia no specific arrangement of the government to practice EMI at a higher education level.…”

Section: Introductionmentioning

confidence: 99%

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Simbolon

2021

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Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers.

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“…*International student mobility has been on the rise with globalization. The growing internationalization of education has to the convergence of learners and instructors of different nationalities in the international programs having English as a medium of instruction (Hu, 2019;Choudaha, 2017;Kirkpatrick, 2017). Teachers, university staff, and the students' primary language are not English, yet the medium of course instruction and measurement of outcomes are in English adds to the complexity of this phenomenon (Jenkins, 2019).…”

Section: Introductionmentioning

confidence: 99%

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

al.¹

2020

Int. j. adv. appl. sci.

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Pre-clinical learning in nursing science introduces unique terminologies, abstractions, and activities needed in foundational knowledge. The language, culture, and pedagogical differences within the non-native English-medium instruction result in more complex situations for international students. The study aimed to reveal the lived experiences of international nursing students in a non-native English pre-clinical learning environment. Utilizing phenomenological design, interviews gathered data from purposively sampled participants, from four different Asian countries enrolled in an international program. Thematic analysis was done to reveal their experiences. Four major themes emerged from the participants' narratives. Their lived experiences began with idealized expectations defined by family influence, guided opportunity, and inspiration. It evolved into a communicative struggle with the divergence of reality from their expectations. Their shaken idealizations and disrupted learning process due to language barriers had an emotional toll. The satisfactory laboratory experiences with unmet expectations brought out ambivalence in them. Communing with others, adaptive response and introspection helped them towards reality reorientation and recalibration, the last two themes to emerge. Different aspects with varying impact within the learning environment defined the experiences of the nursing science international students. These students process and develop their own adaptive responses within their evolving experiences in the non-native English pre-clinical learning environment. Policy development, continuing English language support, student development and support programs for nursing science international program students in the context of pre-clinical training are needed.

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English-Medium Instruction in Higher Education: Lessons from China

Cited by 37 publications

References 22 publications

Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions

Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Phenomenological inquiry on nursing science international students’ experiences in a non-native English pre-clinical learning environment

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