Omani Students’ Coping Strategies in an English Medium Engineering Programme

Ali, Holi Ibrahim Holi

doi:10.24093/awej/vol11no2.25

Cited by 11 publications

(30 citation statements)

References 29 publications

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“…Akbar and Taqi (2020) further complemented ESL translingualism may be more effective to improve language skills of learners with beginner to intermediate levels of English in their research with tertiary education students. Translanguaging pedagogy is preferred to reduce cognitive loads of bilinguals or multilinguals by allowing them access to all their linguistic resources when understanding a new language or knowledge which was also in tandem with the findings from Akbar and Taqi (2020); Tsang and Lo (2020); Macaro et al (2020); Ali (2020). Furthermore, Macaro et al (2020) elaborated considerations for translingualism as an ELT for explaining conceptually complex language and academic content extending to tertiary education syllabus due to learners' better chances of activating their prior knowledge to relate new information meaningfully.…”

Section: Rq 4: What Were the Multilingual Backgrounds Of The Participants Involved?mentioning

confidence: 91%

“…Secondly, Wong and Yoong (2019) advised teachers who use translanguaging can better express their opinions, thoughts, ideas and feelings when addressing learners' behaviour then build positive rapport, improve language learning proficiency and interest with them as a result, especially among learners' with lower motivation and beginner English learners. In like manner, Holi Ali (2020) and Tan and Low (2017) agreed translanguaging in the ESL classroom increases classroom management efficiency, establish good relationships and reduce disciplinary issues.…”

Section: Rq 4: What Were the Multilingual Backgrounds Of The Participants Involved?mentioning

confidence: 94%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…A total of six articles reviewed had research purposes that did not reference translanguaging directly but discussed concepts of translingualism with English as the L2 as an outcome in their research (e.g., Eisenstein Ebsworth et al, 2018;Ali, 2020;Lindahl, 2020;Lindahl et al, 2020;Qiu & Fang, 2019;Schreiber, 2019). Holi Ali (2020) as well as Qiu and Fang (2019) carried out their studies in English Medium Instruction (EMI) university courses where students attend classes about a subject matter in English in order to learn content in addition to L2. The former found out strategies used by Omani students to cope learning in EMI courses and the latter was about Chinese university students' perceptions of local and native English-speaking teachers' teaching practices in EMI courses with comparison of the two teacher groups' classroom practices.…”

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

“…A survey research design with quantitative analysis of data among 200 social sciences students and 200 natural sciences students from four public Pakistani universities was completed by Amin et al (2020). Oppositely, a study linked to translanguaging ESL pedagogy used an explorative descriptive case study approach to analyse qualitative data from 12 Omani engineering college students enrolled in EMI courses (Ali, 2020).…”

Section: Rq 3: Who Were the Research Participants Involved In The Research Designs And What Was The Nature Of Data Analysis In The Studiementioning

confidence: 99%

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Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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The effects of technological advancements, globalization and social progress has enabled researchers and teachers to rediscover and innovate methods of English Language Teaching (ELT) to English as a Second Language (ESL) learners worldwide where more non-native speakers of English who identified as bilinguals or multilinguals enroll in English language classes to develop essential skills for international communication. Yet, teachers in ESL education stand by standardized and classic ELT methodology to teach all types of learners with strong emphasis on English-only use in the classroom in hopes of producing competent users of the English language. This long standing point of view has continually ignored bilingual and multilingual learners' potentials of learning a target language (L2) more effectively by accessing all linguistic resources from their first language (L1) or other familiar languages as a unified system through the practice of translanguaging. Therefore, this systematic literature review paper intends to explore the extent of current researches on translanguaging as an ESL pedagogy or ELT then highlight the potentials, considerations and trends of teaching and learning ESL with translingualism. A total 14 empirical journal articles related to the teaching practice were analysed to find out patterns in relevant research aims or purposes, research settings, research participants' education and multilingual backgrounds, research designs and data analysis used and considerations for ESL translanguaging pedagogy. This paper serves as a guide for ESL educators and researchers on the current use of translanguaging for developing ESL skills productively as well as recommendations for future research.

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Section: Rq 4: What Were the Multilingual Backgrounds Of The Participants Involved?mentioning

confidence: 91%

Section: Rq 4: What Were the Multilingual Backgrounds Of The Participants Involved?mentioning

confidence: 94%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

Section: Rq 1: What Were the Purposes Or Aims In Recent Esl Translanguaging Pedagogy Research?mentioning

confidence: 99%

Section: Rq 3: Who Were the Research Participants Involved In The Research Designs And What Was The Nature Of Data Analysis In The Studiementioning

confidence: 99%

See 3 more Smart Citations

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Ooi¹,

Aziz²

2021

IJARPED

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Exploring Chinese University Students’ Learning Strategy Use in English-Medium Instruction Courses

Mao

Peng

2023

Asia-Pacific Edu Res

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University students’ use of language learning strategies in English-medium instruction classes

Garner

2024

JEMI

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The last twenty years have seen dramatic growth in the provision of English-medium instruction (EMI) courses at universities. On such courses, many students learn academic content through a language other than their first language (L1). This often poses significant language-related challenges to students which can impede content learning. To cope with the linguistic challenges, students sometimes employ language learning strategies (LLS). However, despite the rapid growth in the provision of EMI, little research has been conducted into LLS use in an EMI context. This systematized review examines 36 relevant studies. The findings show that over time EMI students modify their strategic behavior as they become more aware of the strategies which meet their learning needs. Furthermore, learners gradually use more content-related strategies as they progress through their EMI courses. Although strategy deployment is generally self-directed, the findings indicate that LLS instruction can benefit learners. Therefore, it is recommended that EMI courses be supported by embedded EAP courses which provide strategy instruction alongside the teaching of discipline-specific vocabulary and discourse practices. The review also raises questions about the role of students’ L1 in EMI. By shedding light on existing studies in the field, the review highlights opportunities for future research.

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Omani Students’ Coping Strategies in an English Medium Engineering Programme

Cited by 11 publications

References 29 publications

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Translanguaging Pedagogy in the ESL Classroom: A Systematic Review

Exploring Chinese University Students’ Learning Strategy Use in English-Medium Instruction Courses

University students’ use of language learning strategies in English-medium instruction classes

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