English medium instruction: teachers’ challenges and coping strategies

Pun, Jack; Thomas, Nathan

doi:10.1093/elt/ccaa024

Cited by 39 publications

(30 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Identifying students' perceptions toward EMI can reduce problems for students attempting to learn content in English and help them learn more effectively. This will provide more opportunities for students to develop both their English language ability and content knowledge (Pun & Thomas, 2020). Exploring students' attitudes about EMI will help both students and teachers in the learning and teaching process.…”

Section: B Students' Attitudes Of English As a Medium Of Instruction:...mentioning

confidence: 99%

Factors Affecting EMI Attitudes of Engineering and Nursing Students

Wilang

Nupong

2022

tpls

View full text Add to dashboard Cite

The internationalization of higher education has led to the increasing number of English as a Medium of Instruction (EMI) programs in contexts where English is not the first language nor the medium of communication, including Thailand. The introduction of EMI programs, however, is not without challenges. Therefore, a survey questionnaire was used to investigate the attitudes of engineering and nursing students toward EMI. Differences of attitudes based on the program of study, gender, nationality, year level, number of years studying English, the language of instruction in high school, Common European Framework of Reference for Languages (CEFR) level, and perceived proficiencies in speaking, reading, writing, and listening were explored. In addition, factors affecting the students’ EMI attitudes were known using exploratory factor analysis. Findings have shown significant differences in various aspects of EMI based on the program of study, CEFR level, and perceived proficiencies of the four macro language skills. Also, eight factors were elicited, including difficulties of the English language, availability of resources and opportunities, personal goals in life, limitations of time when studying content courses in English, providing activities to improve English language proficiency, enhancement of career goals, supports needed, and motivation and intercultural ability. Finally, implications were outlined to support the implementation of EMI, dubbed as an “unstoppable train”, in similar contexts like Thailand.

show abstract

Section: B Students' Attitudes Of English As a Medium Of Instruction:...mentioning

confidence: 99%

Factors Affecting EMI Attitudes of Engineering and Nursing Students

Wilang

Nupong

2022

tpls

View full text Add to dashboard Cite

show abstract

“…Hence, such a diverse, fluid approach to EMI teaching should be recognised for its pedagogical value in helping students overcome language challenges that go beyond vocabulary, as well as highlighting how these teachers position themselves as caring individuals [44]-such a thought out and dynamic approach is clearly for the benefit of the students. Furthermore, these temporary coping and learning strategies should not be considered as obstacles to students' intellectual development, such as hindering higher-order cognitive thinking, as is often suggested [6]. Instead, they should be reframed as necessary developmental steps that teachers and students need in order to accommodate diverse language levels and rapid curriculum changes.…”

Section: Improving Analytical and Communication Skillsmentioning

confidence: 99%

“…As Pecorari notes, "exceptions may be made, less reliable tests may be used to measure proficiency, or alternative experiences (such as prior university study) may be used as a token of English proficiency" [5] (p. 545). Added to these problems is the fact that EMI teachers may be unprepared for such challenges [6], and many currently serving EMI teachers place less emphasis on the development of language skills in their EMI curriculum [3,7]; thus, language learning outcomes are rarely examined or evaluated in EMI classrooms [8,9].…”

Section: Introductionmentioning

confidence: 99%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

Self Cite

View full text Add to dashboard Cite

Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.

show abstract

“…So, this study focused on the teachers' and students' perceptions about using EMI. Researching teachers' and students' perceptions are essential because their views may negate those of other key stakeholders (Pun & Thomas, 2020). Therefore, the concerns about them should be taken seriously.…”

Section: Introductionmentioning

confidence: 99%

English as a Medium of Instruction (EMI): A primary school teachers’ and students’ perceptions

Ernawati

Sofendi

Silvhiany

2021

IJRICE

View full text Add to dashboard Cite

The English language is becoming a global lingua franca, given its association with critical turns such as globalization, global economy, international communication, and the Internet. Many countries try to develop their countries start from the educational sector and put English as the language needed to learn in schools of many countries such as Indonesia. The use of English was becoming a global phenomenon that English is becoming a language of instruction in schools. The impact of utilizing English suggests that in a few universal academic settings, there is an apace developing inclination for English received as a medium of instruction (EMI). EMI applied in many educational levels started from the University, High School, and even in the early grade, such as Primary School. With the use of EMI in many educational systems, several issues rose related to its use in the classroom. Many of the studies found a lack of English proficiency, both from teachers and students in the use of EMI and several other problems. Related to this issue, the researcher conducted a study. Through a qualitative study in a case study design, the perception of teachers and pupils of a primary school in Palembang was explored and investigated. The participants of this study were the fifth-grade teachers and pupils in Paramount School Palembang. The data were collected by open-ended interviews with 3 Science teachers, 2 Mathematics teachers and 12 pupils in Paramount School Palembang. Thematic analysis was used in analyzing the data, and then the data were coded and classified into categories to form big themes based on the perceptions and information. The data analyzed revealed a consistency between teachers' and pupils' perceptions about EMI use in the classroom. The result mentioned that the teachers and pupils had positive perceptions because of the benefit of using English as a medium of instruction.

show abstract

English medium instruction: teachers’ challenges and coping strategies

Cited by 39 publications

References 14 publications

Factors Affecting EMI Attitudes of Engineering and Nursing Students

Factors Affecting EMI Attitudes of Engineering and Nursing Students

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

English as a Medium of Instruction (EMI): A primary school teachers’ and students’ perceptions

Contact Info

Product

Resources

About