The provision of student support on English Medium Instruction programmes in Japan and China

Galloway, Nicola; Ruegg, Rachael

doi:10.1016/j.jeap.2020.100846

Cited by 109 publications

(87 citation statements)

References 24 publications

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“…The issues encountered by EMI lecturers were also evidenced in Simbolon's (2017) study. The challenges mentioned above are suggested to link with the fact that there is no consensus between the understandings of stakeholders and EMI implementation (Galloway & Ruegg, 2020;Aizawa & Rose, 2018;Simbolon, 2018). This inconsistency seems to cause institutions' limited support to both teachers and students and teachers to their students in EMI classrooms.…”

Section: Previous Studies On Emimentioning

confidence: 99%

“…However, research on documenting EMI practice in Indonesia is in a stage of infancy because HE institutions' internationalization process commenced only about a decade ago (Simbolon, 2018). In global contexts, studies on EMI issues show a somewhat broad gap between the expectation of the benefits of EMI and its actual-ideal implementation (Dearden, 2015;Galloway & Ruegg, 2020;Simbolon, 2018;Simbolon, Oliver, & Mercieca, 2020). The study reported in this article was done to shed light on the current practice of EMI in Indonesian universities by examining their strategies in obtaining international recognition.…”

Section: Introductionmentioning

confidence: 99%

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English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Simbolon

2021

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Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers.

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Section: Previous Studies On Emimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Simbolon

2021

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“…It is widely regarded as a medium of instruction in non-English regions of the world [10]. Dr. Nicola Galloway [19] cited practical reasons for the spread of EMI after carrying out a study of EMI students in Japan and China. Most academic research is published in English (about 94 per cent of research in international, high-impact publications is in English).…”

Section: Issues Of Introducing Emi As a Powerful Tool For Interdiscipmentioning

confidence: 99%

“…She also praised "the booming Chinese English language teaching industry. Although the incorporation of English Medium Instruction (EMI) in multilingual higher education institutions is widely accepted [10,19,20], according to Joan Catherine Ploettner, having conducted a study of EMI students in Spain and Portugal, "it may be a source of tension for university professors for whom English is an additional language, particularly when both teacher and students share an L1 other than English." As practice shows, EMI has not yet been widely applied in the practice of non-linguistic universities in general and especially in peripheral technical universities with a small contingent of students.…”

Section: Issues Of Introducing Emi As a Powerful Tool For Interdiscipmentioning

confidence: 99%

“…Elective courses in a foreign language, which are actually EMI, can be a powerful mechanism for shaping the overall professional competence of students as well as their professional communication skills [20]. For example, an elective course "The Art of Presentation", which can be taught to students of any specialty in a foreign language, gives opportunity for the implementation of interdisciplinary links, computer science, psychology and professional disciplines [10,19]. Teaching such a course will significantly improve the professional communicative culture of future specialists; contribute to the formation of their public speaking skills; deepen their professional knowledge [20].…”

Section: Issues Of Introducing Emi As a Powerful Tool For Interdiscipmentioning

confidence: 99%

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Developing Business Communication Skills Through Interdisciplinary Approach to Study English

Vyshnevska

Bratanych

Skydan³

et al. 2020

Proceedings of the III International Scientific Congress Society of Ambient Intelligence 2020 (ISC-SAI 2020)

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The present-day fast-developing knowledge society calls for an interdisciplinary approach to studying a foreign language in non-linguistic Universities. To meet contemporary requirements, teaching a foreign language for specific domains demands a new syllabus approach meant to enhance students' motivation to study and improve both language level and business communication skills. The paper covers some issues of interdisciplinary approach, defines the fundamental principles of its implementation and dwells upon actual program samples for using interdisciplinary links of ESP and profile disciplines in different fields of higher education.

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The effects of language learning and math mindsets on academic success in an engineering program

Kaya

Yüksel

Curle

2022

J of Engineering Edu

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Background Mindsets are based on two basic assumptions: some people think that their intellectual abilities can be developed through hard work and instruction (i.e., a growth mindset), whereas others believe that nothing can change their level of intellectual ability (i.e., a fixed mindset). The association between mindsets and academic achievement has been examined in different academic subjects, such as biology and math. However, no previous study has examined the effects of language learning mindsets (LLMs) and math mindsets (MMs) on academic success in an English medium instruction (EMI) setting in which English, rather than the first language of the students, is used for teaching content (e.g., mechatronics engineering). Purpose/Hypothesis This study explores the relationship between Turkish mechatronics engineering undergraduate students' domain‐specific mindsets, LLMs and MMs, and their academic success. Design/Method Student test scores for English medium and first‐language medium courses were collected from fourth‐year students studying mechatronics engineering (n = 68) at a public university in Turkey. Students also completed the LLM and MM inventories. Results Regression analyses revealed that growth LLM and MM were positive predictors of EMI and Turkish medium of instruction (TMI) academic success, whereas fixed LLM and MM were negative predictors of EMI and TMI academic success. Conclusions In both EMI and TMI courses, a growth mindset in math and language learning can profoundly predict students' academic achievement in a mechatronics engineering program. We argue that domain‐specific mindsets can effectively explain the self‐theories of intelligence and achievement.

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The provision of student support on English Medium Instruction programmes in Japan and China

Abstract: This is an author generated .pdf for a journal article (Galloway, N. and Ruegg, R (2020). The provision of student support on English Medium Instruction programmes in Japan and China . EAP Journal.

Cited by 109 publications

References 24 publications

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Developing Business Communication Skills Through Interdisciplinary Approach to Study English

The effects of language learning and math mindsets on academic success in an engineering program

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