University lecturers’ perceived challenges in EMI

Nhung, Le Thi Thuy

doi:10.4324/9780429457371-8

Cited by 7 publications

(3 citation statements)

References 1 publication

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“…However, these issues of EMI lecturers paid less attention to students' views. They still found that their EMI teachers did their best to lecture EMI with understandable content explanations and clear L2 expressions during their lessons (Le, 2016;Hung & Lan, 2017).…”

Section: Emi Lecturers' Teaching Methodsmentioning

confidence: 99%

“…In addition, it has been popularly accepted as a main medium of instruction in numerous tertiary education programs in many universities in the world. As a result, English as a medium of instruction (EMI) has been established as the most pervasive variety of substances and language-integrated learning at universities of nonnative English-speaking nations (Hung & Lan, 2017;Rose et al, 2020;Lin & He, 2019). For instance, plenty of European universities testified the remarkable success in implementing EMI for the reasons of globalization, international employability, student exchanges, and the qualified market needs of international students (Ammon & McConnell, 2002).…”

Section: Introductionmentioning

confidence: 99%

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

Hoang

Bui

et al. 2023

paic

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In the age of technology development and internationalization, EMI (English as a Medium of Instruction) has been seen as a better method for resolving language problems of non-English students than teaching English in a single subject so as to meet the demand for employability in their future profession. However, EMI implementation is still a concern for educational researchers and instructors in many countries, especially in Asian Pacific regions. This research aimed to investigate EFL students' perspectives and challenges in learning an EMI program at a public technical university in Vietnam. To determine the obstacles of EMI learning from students' viewpoint, data were collected qualitatively by in-depth interviews with 18 EMI students in nine different academic disciplines randomly. The findings shed light on EMI implementation for tertiary education, as their perspectives on EMI courses' benefits are quite positive. However, this study also figured out several challenges due to students' poor ability in English interaction, vocabulary shortage, irrelevant course content, EMI lecturers' pedagogical methods, and students' motivations for the EMI course. This study provided some recommendations to help those interested in EMI in higher education enhance and develop EMI courses.

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Section: Emi Lecturers' Teaching Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Hoang

Bui

et al. 2023

paic

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“…A couple of studies have attempted to identify causes of failure in equipping graduates with English language skills for their work. Impractical curriculum at schools and their passivity in promoting a life-long career were identified as the root cause (Nhung et al, 2020;Tran, 2018a). Traditional teaching practices were also found to prevent students from developing sufficient English skills for work purposes.…”

Section: Effectiveness Of Preparing Students' English Skills To Meet ...mentioning

confidence: 99%

Graduates’ Feedback on the Contribution of General English Courses to Their English Skills for Work Purposes

Nghia,

Anh,

Nguyen

et al. 2023

Global Vietnam: Across Time, Space and Community

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This chapter begins Part III that assesses the effectiveness of English language education in Vietnam and challenges that hinder the effectiveness. It reports a study that examines current employees' feedback on their experiences with the General English courses offered by their former universities. The data includes 159 responses to the survey from graduates currently working in different professional sectors. The analysis reveals that overall the employees found that the English courses equipped them with good English knowledge and skills that can support their English use at work to some extent. However, several aspects of the English courses can be further improved to better prepare students for the world of work: (i) theorybased curriculum, (ii) unauthenticity of teaching activities, learning materials, and assessment tasks, (iii) a lack of ongoing feedback from using formative assessment so that students can improve their weaknesses, and (iv) students' inability to selfregulate their learning. We discuss measures to improve such inhibitors so that the General English courses offered by Vietnamese universities can be more effective in preparing their students' English skills for work purposes.

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Road-Mapping English-Medium Instruction in Vietnamese Universities: The Divergence of Agency

Pham

2022

Education in the Asia-Pacific Region: Issues, Concerns and Prospects

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University lecturers’ perceived challenges in EMI

Cited by 7 publications

References 1 publication

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

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

Graduates’ Feedback on the Contribution of General English Courses to Their English Skills for Work Purposes

Road-Mapping English-Medium Instruction in Vietnamese Universities: The Divergence of Agency

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