Epistemic outcomes of English medium instruction in a South Korean higher education institution

Williams, Dylan G.; Stelma, Juup

doi:10.1080/13562517.2022.2049227

Cited by 13 publications

(8 citation statements)

References 33 publications

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“…In our context, faculty earn rewards for publishing in indexed journals, especially journals in the high quartiles of the index distribution. There is a growing number of studies pointing out the benefits and challenges of teaching in English in non‐English countries (Aizawa & Rose, 2019; Bolton & Kuteeva, 2012; Coleman, 2006; Goodman, 2014; Macaro et al, 2018; Williams, 2015). According to the students' and teachers' beliefs, positive effects of EMI are that it helps to internationalise the school, expands the variety of education materials, and makes English a working instrument that creates better opportunities for employment and further education.…”

Section: Literature Reviewmentioning

confidence: 99%

Research‐teaching nexus: The new answer to the old question

Krakovich¹,

Coates

Shakina

2023

Higher Education Quarterly

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The study tests 3 research hypotheses on the teaching‐research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English‐taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero‐inflated Poisson and zero‐inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract.

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Section: Literature Reviewmentioning

confidence: 99%

Research‐teaching nexus: The new answer to the old question

Krakovich¹,

Coates

Shakina

2023

Higher Education Quarterly

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“…Another injustice concerns the fact that in EMI classes the Korean language is being further marginalised. Williams & Stelma (2022) discovered that when students are accessing the subject content from printed materials (i.e. textbooks) and engaging with specialist terminology, the English language is valued more.…”

Section: Students' Perceptions Of Using the Korean Languagementioning

confidence: 99%

“…In the past two decades, South Korean universities' 'top-down' implementation of English-medium instruction (EMI) policy has been critiqued for inadequately addressing the linguistic challenges students and instructors face (Kim, 2017). Research suggests that rapid implementation of such policy is primarily motivated by the pursuit of internationalisation, where global ranking takes precedence over the appropriateness of the policy (D. W. resulting in issues of injustices (Williams & Stelma, 2022). As a result, of these injustices, taking EMI courses is not a popular choice amongst South Korean higher education students.…”

Section: Introductionmentioning

confidence: 99%

South Korean higher education English-medium instruction (EMI) policy

Williams

2023

English Today

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In the past two decades, South Korean universities’ ‘top-down’ implementation of English-medium instruction (EMI) policy has been critiqued for inadequately addressing the linguistic challenges students and instructors face (Kim, 2017). Research suggests that rapid implementation of such policy is primarily motivated by the pursuit of internationalisation, where global ranking takes precedence over the appropriateness of the policy (D. W. Cho, 2012) resulting in issues of injustices (Williams & Stelma, 2022). As a result, of these injustices, taking EMI courses is not a popular choice amongst South Korean higher education students.

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“…The premature implementation of EMI, which is often motivated by a desire for high worldwide rankings, tends to ignore its relevance and potential impact on learners (Cho, 2012). Such a strategy may unintentionally increase inequality (Williams and Stelma, 2022) and provide students with a “double challenge” by forcing them to learn new academic concepts in a language other than their own (Richards and Pun, 2022, p. 231).…”

Section: Introductionmentioning

confidence: 99%

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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Epistemic outcomes of English medium instruction in a South Korean higher education institution

Cited by 13 publications

References 33 publications

Research‐teaching nexus: The new answer to the old question

Research‐teaching nexus: The new answer to the old question

South Korean higher education English-medium instruction (EMI) policy

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

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