Navigating through the English-medium-of-instruction policy: voices from the field

Zacharias, Nugrahenny T.

doi:10.1080/14664208.2013.782797

Cited by 36 publications

(26 citation statements)

References 19 publications

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“…Zacharias (2013) interviewed 12 teachers in two ISSs in a small town in Central Java about their perceptions of the policy. The teachers stated that they implemented three strategies in order to negotiate the EMI policy, necessitated by their lack of competence in English.…”

Section: Recent Research On Emimentioning

confidence: 99%

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Dewi¹

2017

Multilingual Education

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In light of the Indonesian Higher Education Ministry's recent plan to make English interaction amongst university students compulsory, this chapter addresses perceptions of English medium instruction (EMI) in Indonesian Higher Education, focusing on lecturers of English and other subjects. Employing a mixed-methods approach with emphasis on qualitative data, the study involves participants who are based at public and private universities of both secular and religious orientation. Three themes form the basis of this study: perceptions of EMI, English in relation to national identity, and English in relation to the West. Data collection was conducted through questionnaires and individual interviews. The results reveal that perceptions of EMI at the tertiary level in Indonesia are complex, involving not only linguistic matters, but also larger issues such as national identity and sentiment towards English as an instructional language originating in the West.

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Section: Recent Research On Emimentioning

confidence: 99%

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Dewi¹

2017

Multilingual Education

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“…Akbari, 2015;Bhattacharya,2013;Belhiah & Elhami, 2015;Garton, 2014;Nguyen, 2011;Pearson, 2014;Sert, 2008;Zacharias, 2013 ) on the impact of the implementation of EMI studies, conducted in many parts of the world where English is taught as a second or foreign language, it is evident that teachers experienced challenges in implementing EMI, such as a lack of, or inadequate, English language curriculum and materials, and the lack of training and school supervision in relation to the teaching and learning of English as a second language and teachers' education backgrounds. These studies also found that factors such as students' low English proficiency, teacher supply, methodologies, materials, training and professional development hindered the implementation of EMI.…”

Section: Issues Around Emimentioning

confidence: 99%

“…Previous research has revealed the diversity of the challenges and the problems found in EMI settings among EFL students in primary (Garton, 2013;Pearson, 2014 ), secondary (Hayes, 2008;Moon, 2005;Zacharias, 2013) and tertiary education contexts (Aguilar & Rodriguez, 2012;Byun et al, 2011;Evans & Morrison, 2011;Mahmud & Mirza, 2012;Mohamed & Banda, 2008 ).…”

Section: Issues Of Emi In An Efl Contextmentioning

confidence: 99%

“…Several studies found a range of factors that hinder or facilitate the implementation of EMI in primary, secondary schools and universities (e.g. Akbari, 2015;Bhattacharya, 2013;Belhiah & Elhami, 2015;Garton, 2014;Nguyen, 2011;Pearson, 2014;Sert, 2008;Zacharias, 2013). Garton (2014), for example, examined teaching EFL to young learners in South Korea by using survey data from 125 Korean primary school teachers and together with the data from a small scale data from one teacher.…”

Section: Empirical Studies Related To the Implementation Of Emimentioning

confidence: 99%

“…Many studies found that the successful implementation of EMI was impacted by low English proficiency among students, which led to difficulties in the learning of English language (e.g. Akbari, 2015;Belhiah & Elhami, 2015;Sert, 2008;Zacharias, 2013). Sert (2008) investigated the effectiveness of the use of English in language acquisition and academic content in three universities in Turkey.…”

Section: Empirical Studies Related To the Implementation Of Emimentioning

confidence: 99%

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Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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Collaboration with EAP teachers in English‐medium instruction contexts in higher education: Content lecturer perspectives

2021

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Navigating through the English-medium-of-instruction policy: voices from the field

Cited by 36 publications

References 19 publications

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

English as a Medium of Instruction in Indonesian Higher Education: A Study of Lecturers’ Perceptions

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Collaboration with EAP teachers in English‐medium instruction contexts in higher education: Content lecturer perspectives

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