International Graduate Students’ Experiences of English as a Medium of Instruction (EMI) Courses in a Korean University

Abstract

Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes’ (ELLs) perceptions of EMI courses regarding i) ELLs’ opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.

The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings

“…Both positive and negative beliefs have been reported. For example, learners believe that English-Medium Instruction (EMI) can enhance their English language proficiency (Lee et al, 2021;Macaro & Akincioglu, 2018;Rowland & Murray, 2020). Conversely, other studies have reported that while students are satisfied with EMI classes, they do not believe that such instruction significantly improves their English language proficiency (Kym & Kym, 2014).…”

Students’ Experiences of English-Medium Instruction at the Postgraduate Level: Challenges and Sustainable Support for Success

“…Most current EMI studies focus primarily on students at the undergraduate level, but postgraduate students differ from undergraduates in many aspects, including age, educational background, work experiences, learning styles, attitudes, and language proficiency levels [20,21]. The length of undergraduate studies is around three to four years, while a typical postgraduate programme lasts only one to two years, giving students an intensive curriculum and high academic demands [1,11].…”

“…A plethora of literature has investigated students' experiences and perceptions of EMI in tertiary education [10,19,24,25]. Generally, students show positive attitudes toward the adoption of EMI [20,25,26]. However, in Zhang and Pladevall-Ballester's study [25], it was found that students' attitudes changed over time throughout the EMI learning process, and the challenges they faced could negatively affect their experiences.…”

Students' Challenges on Learning EMI Courses at a Technical University in Vietnam: An Investigation from Students' Voices

“…According to Byun et al (2011) and Tong and Shi (2012), the learning content in their EMI subjects appears to be very difficult for students to understand and master, which causes their growing anxieties in their EMI context. In addition, EMI courses have also brought students considerable challenges in lecture comprehension, textbooks or course materials available, tests and exams, interactions and discussion in the classrooms, lecturers' proficiency in language and EMI (Chang, 2010;Al-Bakri's, 2013;Lasagabaster et al 2018;Tamtam et al, 2012;Lee, Davis & Li, 2021).…”