Implementing the Flipped Approach in an English-Medium-Instruction Educational Psychology Course: Student Learning Outcome and Perception

Chou, I-Chia

doi:10.7575/aiac.ijels.v.8n.4p.1

Cited by 6 publications

(5 citation statements)

References 35 publications

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“…A growing body of EMI research has been carried out to document the challenges encountered by international students in adjusting to the demands of EMI programmes [6,8,15,22,25,28,33,37,38]. Our purpose is to analyze the challenges of international students that study at EMI programmes throughout the world and classify them into groups.…”

Section: Classification Of Emi Challenges Of International Studentsmentioning

confidence: 99%

English Medium Instruction: Classification of International Students’ Challenges

Volchenkova¹,

Al-Darraji²

2022

PED

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Globalization has had a tremendous impact on tertiary education all over the world, prompting many universities in non-native English-speaking countries to develop strategies aimed at raising the quality of the education they offer and increasing their market presence in the international education arena, with English Medium Instruction (EMI) becoming the driving force of internationalization and a prevalent phenomenon in tertiary education. There is irrefutable evidence that English Medium Instruction (EMI) is now a global phenomenon. For the EMI to be successfully implemented at a university both the administration and faculty should be aware of the challenges that international students experience. The challenges have been extensively studied in the literature though there is not a comprehensive classification of EMI challenges. The aim of our study is to analyze the literature on EMI challenges of international students and define the main categories of these challenges. The critical analysis of the literature revealed that the challenges of international students that study at EMI programmes can be divided into four main clusters: linguistic, academic, cultural and social ones. The results of the research can be used to develop language policy of the university and design measures to facilitate international students’ adaptation to a new academic environment. Further research is needed to compare the EMI challenges found in the literature with the challenges that experience international students studying at a Russian university.

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Section: Classification Of Emi Challenges Of International Studentsmentioning

confidence: 99%

English Medium Instruction: Classification of International Students’ Challenges

Volchenkova¹,

Al-Darraji²

2022

PED

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“…They provide valuable support to EFL students in academic professional courses. For instance, Chou reported that students perceived the flipped classroom positively in EMI courses, enhancing their English comprehension [62]. The model supports interactive and collaborative work, aligning with task-based, communicative-oriented models [60].…”

Section: Flipped-classroommentioning

confidence: 93%

“…In EMI courses, flipped classrooms enhance learning through peer cooperation, addressing linguistic and other challenges [60][61][62]. They provide valuable support to EFL students in academic professional courses.…”

Section: Flipped-classroommentioning

confidence: 99%

Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience

Lin,

2024

Preprint

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This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields. The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.

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“…Therefore, educational psychology has its characteristics. In the whole process of the study, learning and teaching is a mutual system, which includes students, teachers, teaching content, teaching environment, teaching media, and other factors, the teaching process and evaluation process interact together, having the nature of tasks of pedagogy as well as those of psychology (Hazel, 2020 ; I-Chia, 2020 ).…”

Section: Overview Of Educational Psychology Positive Psychology and The Education Of Outlook On Lifementioning

confidence: 99%

Innovation of the Education of College Students' Outlook on Life Following Positive Psychology Under the Theory of Educational Psychology

et al. 2022

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The study expects to find a better way to improve the teaching quality of the education of college students' outlook on life, based on the theory of educational psychology. First, the relevant theories of positive psychology are introduced and expounded, and the importance of the education of college students' outlook on life is analyzed. Second, the current situations of college students' outlook on life and the education of their outlook on life are investigated through a questionnaire survey, and the problems presented in the questionnaire are analyzed. Then, the correlation between positive psychology and the education of college students' outlook on life is explored, and their mutual connection is analyzed. The results are as follows: 77.4% of the college students have periodical aims and work hard for them; 80.8% of the students think that the realization of life goals rely on hard work, accounting for the largest proportion; when they encounter setbacks, more than 80% of the students choose to work hard to overcome them; 69.2% students think that their outlook on life comes from self-learning and exploration. According to college students' outlook on life in China and other countries, there are many problems in the education of college students' outlook on life, and the teaching quality of the education of college students' outlook on life is backward. The combination of positive psychology and college students' education of college students' outlook on life under the theory of educational psychology provides new ideas and ways for college students' education of college students' outlook on life. The conclusion of this study promotes the innovation of the education of college students' outlook on life.

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Implementing the Flipped Approach in an English-Medium-Instruction Educational Psychology Course: Student Learning Outcome and Perception

Cited by 6 publications

References 35 publications

English Medium Instruction: Classification of International Students’ Challenges

English Medium Instruction: Classification of International Students’ Challenges

Investigation of Flipped-classroom in Engineering EMI Course: University EFL Students’ Learning Experience

Innovation of the Education of College Students' Outlook on Life Following Positive Psychology Under the Theory of Educational Psychology

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