Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes

Kim, Eun Gyong; Kweon, Soo-Ok; Kim, Jeong-Yeon

doi:10.1080/01434632.2016.1177061

Cited by 90 publications

(82 citation statements)

References 11 publications

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“…First, globalization, with its concomitant flows of people, capital, knowledge, business, science and technology across borders, has created a dire demand for a world lingua franca and cemented the status of English as that very language (Coleman, 2006;Hu, 2018). Second, many national governments have increasingly viewed EMI as an important strategy for gaining access to cutting-edge scientific knowledge and technological know-how and for enhancing their national competitiveness, especially in knowledge production and technological innovation (Kim, Kweon, & Kim, 2017). Third, EMI is viewed by many ministries of education as an effective way to raise the quality of higher education and develop 21 st century skills in their students (Airey, Lauridsen, Räsänen, Salö, & Schwach, 2017).…”

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confidence: 99%

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English-Medium Instruction in Higher Education: Lessons from China

2019

The Journal of AsiaTEFL

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The last few decades have seen escalating national and institutional efforts to internationalize higher education around the globe. One current, popular strategy is to provide English-medium instruction (EMI) in educational contexts where English is a foreign language. As a curricular strategy intended to internationalize tertiary institutions and improve the quality of higher education, EMI has enjoyed strong policy support in Asia. However, there is a scarcity of empirical research in Asian contexts to justify such policy support. This article draws on the current literature and discusses the rationale and spread of EMI in European and Asian countries. It then presents the findings of four empirical studies recently conducted on EMI in several Chinese universities to provide a Chinese perspective. By way of conclusion, the article discusses the implications of the aforementioned studies for endeavors to implement EMI in Chinese and other EFL contexts.

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confidence: 99%

“…Fifth, numerous universities in Europe and Asia have implemented EMI to enhance the employability skills and hence the competitiveness of their graduates in global as well as domestic markets (Hu, Li, & Lei, 2014). Finally, EMI can play a big role in raising the prestige or rankings of universities (Kim et al, 2017;Piller & Cho, 2013).…”

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confidence: 99%

English-Medium Instruction in Higher Education: Lessons from China

2019

The Journal of AsiaTEFL

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“…The results show a lack of agreement with previous researches when passive teaching methods displayed the most problematic for EMI students. In Kim, Kweon and Kim (2017)'s study, very few students thought their EMI classes were as interactive or satisfactory as their classes conducted in their native language. Nevertheless, the mean score of -I cannot understand lecture because of lecturers' poor pronunciation and fast speed‖ (M = 2.92) is noticeable.…”

Section: The Difficulties Students Faced In Emi Coursesmentioning

confidence: 95%

“…Teaching methods have found to make a significant contribution to students' lesson comprehension (Kim, Kweon & Kim, 2017). Bradford (2019) even asserted that teaching methods, such as teaching practices which focus on interactive discussions, are considered more important for lesson comprehension than instructors' imperfect English ability or student listening skills.…”

Section: Teachers' Teaching Methodsmentioning

confidence: 99%

An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

Tran

Bien

2020

IJLLS

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The implementation of English as a medium of instruction (EMI) has been found to bring numerous benefits to its learners. There has been a rising trend in introducing EMI at higher education institutions worldwide. However, challenges are ubiquitous and there is still prevalent hesitation in integrating content and language in many institutions. This study aimed to explore factors hindering students’ level of lesson comprehension in EMI classes through a mixed-method study carried out on 233 participants at Hoa Sen University, Vietnam. The findings showed that variables hampering students from lesson understanding were mainly associated with instructors’ teaching methods and students’ and instructors’ language competences. Results from standard multiple regression indicated that vocabulary range, writing skills and teaching methods were found to have significant contribution to the prediction of the level of lesson comprehension of the students. The findings of the study could be a considerable reference source for universities aiming at implementing EMI programmes.

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“…Further, the increasing number of international enterprises and growing demands for a skilled labour force with English proficiency requires employers to value and improve English language skills. This has prompted local universities to provide courses taught in English and, in many instances, to use EMI in subject teaching [12,13,14,15]. However, this market-driven top-down initiative hasn't been in operation smoothly [3] and the literature has reported various problems in EMI teaching.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Lecturers’ Teaching through English Medium of Instruction – A Case of Higher Education in China

Chen¹,

Han²,

Wright³

2020

Preprint

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Teaching through English Medium Instruction (EMI) has been a strategic move in some European and Asian countries as part of their educational internationalisation. A large number of studies on EMI teaching have appeared in the last decade. The majority of these report on issues and concerns at macro-level including: the lack of structured policy guidance, EMI lecturers and students’ low level of English proficiency, and a shortfall of research informed training programs for EMI lecturers. Up to date, there is little research into EMI in-class teaching and learning. Lived experience in EMI in-class practice has been largely ignored. To fill this gap, this research explored a group of academics’ in-class EMI practice in a Chinese university. Their teaching process through EMI was observed and recorded, with data analysed through a multiple theoretical lens. Data reveal that EMI teaching is a complicated issue and can be neither standardised nor prescribed. It needs to be addressed as a pedagogy responding to and influenced by local context, driven by language, culture and education systems. This research is expected to provide insight for the development of localised institutional guidelines for EMI teaching and lecturers’ professional development in EMI teaching.

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Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes

Cited by 90 publications

References 11 publications

English-Medium Instruction in Higher Education: Lessons from China

English-Medium Instruction in Higher Education: Lessons from China

An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

An Investigation of Lecturers’ Teaching through English Medium of Instruction – A Case of Higher Education in China

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Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes

Cited by 90 publications

References 11 publications

English-Medium Instruction in Higher Education: Lessons from China

English-Medium Instruction in Higher Education: Lessons from China

An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

An Investigation of Lecturers&rsquo; Teaching through English Medium of Instruction &ndash; A Case of Higher Education in China

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An Investigation of Lecturers’ Teaching through English Medium of Instruction – A Case of Higher Education in China