English-medium Courses Research Articles

Validating an integrated reading-into-writing scale with trained university students

Integrated tasks are often used in higher education (HE) for diagnostic purposes, with increasing popularity in lingua franca contexts, such as German HE, where English-medium courses are gaining ground. In this context, we report the validation of a new rating scale for assessing reading-into-writing tasks. To examine scoring validity, we employed Weir’s (2005) socio-cognitive framework in an explanatory mixed-methods design. We collected 679 integrated performances in four summary and opinion tasks, which were rated by six trained student raters. They are to become writing tutors for first-year students. We utilized a many-facet Rasch model to investigate rater severity, reliability, consistency, and scale functioning. Using thematic analysis, we analyzed think-aloud protocols, retrospective and focus group interviews with the raters. Findings showed that the rating scale overall functions as intended and is perceived by the raters as valid operationalization of the integrated construct. FACETS analyses revealed reasonable reliabilities, yet exposed local issues with certain criteria and band levels. This is corroborated by the challenges reported by the raters, which they mainly attributed to the complexities inherent in such an assessment. Applying Weir’s (2005) framework in a mixed-methods approach facilitated the interpretation of the quantitative findings and yielded insights into potential validity threads.

Preparing university students for multilingual EMI contexts in Türkiye

Abstract English-medium instruction (EMI) is a growing phenomenon among universities in Türkiye, with higher numbers of local and international students registering for programs offered in English each year. This situation suggests that students should get prepared for multilingual contexts before they start taking faculty courses; however, institutions usually ignore this when offering linguistic support to students. This study explored the potential ways of adopting a more inclusive approach to language education offered to students preparing for EMI. The in-class teaching practices of language instructors and the views of students who attended these lessons were explored through classroom observations and focus-group interviews. The results revealed that the instructors preferred several different methods to modify their teaching in English-as-a-lingua-franca-compatible ways, and students found their instructors’ practices useful from multiple aspects for their future English-medium courses. The findings imply revisions on the nature of the language education offered in English preparatory schools in Türkiye.

Enhancing English as a foreign language communicative competence among engineering undergraduates through English medium instruction

Introduction. The actuality of this research paper is determined by new approaches to the content and organization of professional training for bachelor students in view of UNESCO requirements to sustainable development of modern engineering education. The practical experience gained in the course of teaching in a technical university revealed the fact that English medium instruction contributes to the development of both professional and communicative competences of a global engineer. The current study aims to design a professionally-oriented module-based English medium course targeted at the formation of English as a foreign language competence of non-native bachelors and prove its efficiency in training practice. Materials and methods. The methodological basis for this study was a competence-based and module-based approaches to teaching academic subjects through English for Russian-speaking bachelor students majoring in nuclear physics and technologies. There were 113 undergraduate students of the 3d and 4th years of study who took part in the experimental study carried out on the basis of National Research Tomsk Polytechnic University (Russian Federation). Results. In the course of the research, a module-based English medium course (EMC) was developed and introduced in a four-year bachelor training, which offered trainees deep and rich language practice on a variety of topics referred to their vocational domain and regular assessment of the target competence development throughout the implementation of the target training course. The obtained results indicated that trainees’ target competence significantly enhanced, in particular, their vocabulary and oral communicative skills. The most striking results were demonstrated by trainees whose levels of the target competence increased significantly and reached advanced level (63.2%). Conclusion. The EMC course designed in compliance with the main principals of competence-based and modulebased approaches had a positive effect on future engineers’ EFL communicative competence development, thus, contributing a lot to their successful career progression as highly professional engineers on the global arena.

University-level students’ stances, communication of negative emotions, and L2 swearing with respect to EMI during classroom interaction

ABSTRACT This study longitudinally examined university-level students’ stances, communication of negative emotions, and L2 swearing with regard to English-medium instruction (EMI). Sixteen graduate students enrolled in an English-medium course in a university in Korea participated in the study. The research instruments were classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that there were three occasions, during small group discussions, on each of which one student articulated her/his language ideologies against EMI and expressed her/his anger in Korean, and swore in English. These occasions occurred due to a student’s opposition to EMI, a student’s opposition to EMI preceded by her own support for it, and a student’s opposition to EMI faced with another student’s support for it, respectively. What affected the occasions included their teacher’s idiosyncratic focus on general vocabulary in addition to subject-specific vocabulary (a factor common to these students), and challenges intrinsic to EMI, face, and the teacher’s excessive academic push.

Academic Success in English Medium Courses: Exploring Student Challenges, Opinions, Language Proficiency and L2 Use

The growth of English medium instruction (EMI) programs at universities worldwide has raised questions about the implications of teaching through L2 English on students’ content learning outcomes. This study examined the impact of four factors on students’ academic success (e.g. content learning) in the Turkish EMI context: (1) students’ language-related challenges; (2) students’ opinions about the effectiveness of EMI; (3) students’ perceived language proficiency levels; and (4) the amount of L2 English used in EMI classes. Students’ perceived academic performance was taken as a proxy of EMI success. The study employed a quantitative empirical design using questionnaires and regression analysis. Data were collected via an online questionnaire from 498 students at an EMI university in Turkey. The results revealed that students’ language-related challenges and perceived language proficiency were the only predictors that were associated with academic success in their EMI courses at a statistically significant level. The amount of English used in the classroom was not found to predict success in EMI, suggesting that students may benefit from multilingual models of teaching. These findings underscore the importance of adequate language support for students on EMI programs, and implications are discussed with respect to EMI policy, program planning, and teacher pedagogy.

Japanese Professors’ Experiences in Teaching Sport for Development in Online English-Medium Courses

This qualitative study examined professors’ experiences in teaching online courses in an English-medium graduate program at a Japanese university. Based on Andragogy Theory, data included in-depth, semi-structured interviews with six professors who were faculty in a graduate program in Sport for Development. Synchronous online and follow-up e-mail interviews were conducted. A constant comparative method was used to interpret the data and identify themes. The recurrent themes were: (a) positive experiences in teaching online sport for development courses, (b) learning how to become effective teachers in an English-medium program, and (c) the importance of faculty professional development. To better support Japanese professors’ online teaching, this study encourages academic departments, administrators, and faculty to better design professional development activities that enhance the quality of online education and the use of English as the medium of instruction.

An Investigation of English Sound Production Among Nande Bilingual Students in the Democratic Republic of Congo : A Case of Bilingual Christian University of Congo

This article is based on a study that was conducted to examine the different areas of English sound mispronunciation by Nande bilingual students of the Bilingual Christian University of Congo (UCBC) in order to point out the instances where the phonetic system of Kinande causes difficulty for the learner of English resulting in communication and intelligibility breakdown. A total of 50 Nande students were randomly selected from the five faculties organized at UCBC and were involved in the study. The study adopted a qualitative design and used the ethnography method in which the researcher was involved in observing, listening, and asking a few questions as he was immersed in different activities (debate, presentation, dramatization, expressive reading , asking riddles, singing song, prayer, English teaching and teaching some content courses). After data analysis, it was revealed that bilingual Nande students of UCBC acquired their mother language (Kinande) before they began to acquire and to develop the English language. Moreover, the phonological system of Kinande has some sounds that are absent in English, and English has certain sounds that are absent in Kinande, which complicates the learning of those sounds and thus impede smooth communication and mutual intelligibility. Furthermore, Kinande and English have some letters that share the same spelling but they are pronounced differently. Also, teachers of English minimize the teaching of English pronunciations and thus reduce students’ chance to practice pronunciation. Adding to this, teachers of English medium courses do not play their role of language teachers. They seem not to be concerned with language related items and think only TESOL faculties should address challenges related to language.

Exploring the English-Medium Instructional Model for Electrical Engineering Programs Targeted at “Belt and Road” International Students in China

With the continuous advancement of the "Belt and Road" initiative, the number of international students in China has been increasing year by year. To meet the growing learning needs, it is of significant importance to explore and summarize the fully English-medium instructional model tailored to "Belt and Road" international students. This study focuses on the English-medium course teaching model for the Electrical Engineering and Automation major. Through reforms such as curriculum restructuring, the establishment of a team of English-medium instructors, and the extension of practical courses through university-industry collaborations, certain teaching achievements have been made. These measures have not only enhanced the learning outcomes of international students but also provided valuable experiences for the internationalization development of universities.

Tertiary-level students’ L2 reticence in relation to teacher leadership in an English-medium classroom

The present study investigated the relationships between second language (L2) reticence and language teacher leadership. Twenty graduate students enrolled in an English-medium course at a Chinese university and their teacher participated in this case study. The research instruments included classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results showed that the students' L2 reticence persisted throughout the observation period in complicated interaction with the teacher's leadership. Both the students and teacher were found to have exercised their agency in relation to L2 reticence and teacher leadership. Based on the findings of the study, implications are suggested.

English medium higher education in China: challenges and ELT support

Abstract This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials.

In the game of the name: Korean tertiary-level students’ English names in relation to native speakerism, identity, and emotions

ABSTRACT The current study longitudinally investigated the relationships between Korean tertiary-level students’ English names adopted and used at their teacher’s request, and native speakerism, identity, and emotions. Thirteen graduate students enrolled in an English-medium course and their Korean teacher participated in the study. The research instruments included classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that the English names bore, in complicated and changing ways, on the identities and emotions of the students and teacher. Native speakerism was found to be constantly supported by all the students, regardless of their attitudes and perceptions toward English names, and the teacher.

‘You are missing a note’

A growing number of countries internationalise their curriculum by switching to English-medium Instruction (EMI). This strategy is particularly popular in China, where more and more universities offer English-medium courses to raise their international profile (Macaro et al., 2018). Sociolinguistic accounts have been reported on how EMI is perceived and enacted in China as a whole (Hu & Lei, 2014; Fang, 2018), or in particular disciplines, such as the humanities, business (Botha, 2014), medicine and surgery (Botha, 2016). However, relatively little attention has been given to EMI in China's music education, where English is used differently from the educational settings previously studied. In music education, instructors invariably use both verbal and non-verbal communication to explain and demonstrate a musical technique (Long et al., 2012).

Intercultural competence of university teachers: a challenge of internationalization

Abstract The aim of the authors is to respond to the growing demands on the intercultural competence of university teachers due to intensified internationalization pressures on higher education, especially due to the growing number of students and teachers’ international exchanges. They report on an intercultural course design responding to this need, presenting a case study from Slovakia. First, they define the need of intercultural competence of university teachers, especially those teaching in English-medium study programmes. Then they share a) findings from a needs analysis preceding the design of a new curriculum for an intercultural competence course (ICC) at Matej Bel University (MBU) with three aims (development of linguistic, cultural and pedagogic competences); and b) results from action research during piloting the ICC course. A comparison of 2011 and 2018 surveys pointed to the growing dominance of the English language, including an increasing command of English by MBU teachers. The ICC curriculum, tailored to the pre-identified teachers’ needs, proved to be a feasible way of facilitating their intercultural competence. Its implementation revealed persistent prejudices and difficulties associated with overcoming them. It also confirmed a significant deficit in preparing university teachers for their role as intercultural mediators in English-medium courses.

Perceptions of the Englishization of higher education in Taiwan: implementation and implications

ABSTRACTThis research investigates the process of Englishization in Taiwan’s higher education in the global context. Using semi-structured interviews, it explores perceptions regarding the implementation and implications of Englishization at the tertiary level. The results indicate that while the process of Englishization in Taiwanese higher education is policy-driven and market-oriented, the degree and effect of Englishization is diversified and restricted due to institutional stratification, disciplinary divergence, and linguistic constraints. The effect of Englishization on Taiwan’s higher education can be identified in the following aspects: the dominance of English in academic practices, specialization of English-medium services in the administration, specialization of English-medium courses and programs for international students, the emphasis of English-medium performance in academic and administrative recruitment. The implementation of Englishization in Taiwanese higher education institutions (HEIs) can be regarded as pragmatic and strategic responses to the globalization of higher education, the dominance of English in global academia, and the resources and constraints in the local context. The interviewees’ responses not only indicate the perceived value of English as well as the scarcity of English in Taiwan, but also the constraints on language choice and the divergence of institutional and disciplinary approaches to Englishization at the tertiary level in Taiwan.

The key factors shaping native English teachers’ sense of self-efficacy to teach Korean university students * This paper is based on the author’s Ph.D. dissertation.

Teachers’ sense of efficacy, referring to teachers’ own beliefs in their ability to execute courses of action to perform a specific task, has been widely studied in the field of education. Given the increasing numbers of native English-speaking (NES) teachers at all academic levels in Korea, the current study aims to explore what contributed to and threatened their sense of self-efficacy to teach English-medium courses at Korean universities. The questionnaire, including demographic profiles, the Korean University Teachers’ Sense of Efficacy in Teaching English (KUTSETE) scale, and four open-ended questions, was distributed online to 50 NES teachers. The findings reveal that the NESs scored highest in efficacy for speaking English, followed by classroom management, instructional strategies, student engagement, and finally, at the lowest score, speaking Korean. Furthermore, Korean linguistic and cultural proficiency turned out to be the dominant factor shaping the participants’ self-efficacy in teaching Korean university students. In addition, teachers’ academic majors, teaching experience, command of native English, emotional support, and sense of humor strongly influenced their levels of efficacy. Since most teacher efficacy studies in Korea to date have been limited to Korean-born English teachers, the present study may yield implications for teacher education.

Students’ Experiences of English-Medium Courses at Tertiary Level: A Case in Turkey

Students’ Experiences of English-Medium Courses at Tertiary Level: A Case in Turkey

Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.

“This class is not for you”

PurposeThe purpose of this paper is to investigate the social construction of gendered subjects in entrepreneurship education (EEd), through the analysis of course descriptions. For this purpose, the analytical constructs of the Fictive Student and the Fictive Entrepreneur are developed.Design/methodology/approachThrough analysis of 86 course descriptions from 81 universities in 21 countries, this study examines the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.FindingsThis paper finds that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.Practical implicationsUniversities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinized fashion. This may offer an inexpensive opportunity to improve recruitment and description accuracy.Originality/valueThe paper’s contribution is fourfold. First, it contributes to debates on the gendering of entrepreneurship by extending these into EEd. Second, it extends Sarasvathy’s (2004) concern with barriers to, rather than incentives for, entrepreneurship to include EEd. Third, it contributes to the emerging literature on entrepreneurship as practice, by highlighting the masculization of EEd, as it gets closer to practice and the role of language in this. Finally, it highlights the gendered implications of English medium courses.

Discussion-based pedagogy through the eyes of Chinese international exchange students

ABSTRACTWith accelerating internationalization, more Asian international exchange students are finding themselves in situations where they are expected to actively contribute in fast-paced classroom discussions in a second language (L2)., This article reports on the experiences and perceptions of Mainland Chinese international exchange students who enrolled in English-medium courses in a Western country. Through questionnaire surveys and in-depth interviews, they shared their views about discussion-based pedagogy and the challenges they faced in L2 discussions in the host country. A complex mix of affective, sociocultural, linguistic, and educational factors impacted their attitudes toward classroom discussions and their willingness to participate. Divergent perspectives and experiences underscore the danger of stereotyping Mainland Chinese students as shy, passive learners who are reluctant or incapable of participating in interactive classroom discussions. To more fully engage L2 exchange students and promote intercultural dialogue, it is important for educators to clearly explain the rationale for discussion-based pedagogy and make an effort to learn more about student concerns and expectations. It is recommended that staff and students in the receiving institutions develop a deeper understanding of diverse cultures of learning. The findings also underscore the importance of adequate pre-sojourn preparation.

Lecture Comprehension in English-Medium Higher Education

In European higher education the growing number of English-Medium (EM) courses, i.e. non-language subjects taught through English, has led to discussion about, and research on, whether the use of a foreign language for instruction has a negative impact on teaching and learning. The present quantitative study investigates this issue by comparing student lecture comprehension in English and the first language (L1) at three Norwegian and two German institutions of higher education, with a sample comprising 364 Norwegian and 47 German student respondents. It compares self-assessment scores for lecture comprehension in English and the L1. Analysis shows that while the difference between English and L1 scores was not substantial, a considerable number of students still had difficulties understanding the English-Medium lectures. Among the main problems, which in fact were similar in English and the L1, were difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. The study argues the need to improve the quality of lecturing in English and L1 as well as the lecturers’ and students’ English proficiency.