English-medium Research Articles

English-Medium Master's Degree Programs at a Saudi University: Attitudes, Experiences, and Obstacles

English-medium instruction has become a prevalent strategy for increasing the internationalization opportunities of Saudi universities and the international employability of their graduates. The findings of an interview (12 professors and 30 students) and an observation of three established Science, Social Science, and Engineering master's degree programs at a major Saudi university in Riyadh are presented in this article. In order to facilitate the implementation of English-taught master's degree programs, the purpose of this study was to identify the perspectives, experiences, and obstacles of higher education stakeholders regarding English-medium instruction. Findings showed that English-medium instruction is generally preferred by both professors and students. Although the need for support measures was not as high as expected, certain challenges remain, which can be addressed through focused initiatives. Notable issues include stakeholder unhappiness, a high workload for students, varying degrees of prior knowledge among students. The research highlights how crucial it is to include English for Specific Purposes (ESP) instruction in the curriculum and recommends adding more tools and resources to support teacher development. These measures could involve voluntary participation and incentive programs.

EMI teachers’ emotion labour: capturing classroom, institutional and sociocultural ecologies

ABSTRACT Although English medium instruction (EMI) has received exponential growth of attention in recent years, the scope of research on EMI teachers is still limited, and even much less on their emotions. Drawing on an ecological perspective as the theoretical framework, we explored Iranian EMI teachers’ emotion labour across the classroom, institutional and sociocultural ecologies. Data were collected from narrative frames and semi-structured interviews. Data analysis revealed three themes in relation to Iranian EMI teachers’ emotion labour: (1) classroom ecology: student expectations as impeding effective content enactment, (2) institutional ecology: workload as a hurdle for investment in personal growth and (3) sociocultural ecology: low international collaborations complicating knowledge dissemination. The study shows that beyond their personal proclivities, Iranian EMI teachers face socio-educational challenges that not only complicate their pedagogical effectiveness, but also stop them from imagining the identity of global citizens within the community of EMI practitioners. We also provide implications for EMI teacher educators to draw on the study findings to run teacher education courses that tap EMI teachers’ emotions.

English-medium instruction for sale: The multimodal discourse of self-perception on Japanese liberal arts faculty websites

This study both contributes to and updates the growing body of literature into the framing of English-medium instruction on institutional websites. A three-dimensional discourse analysis model is used to investigate the self-perception of three well-established liberal arts faculties in Japan. The analysis reveals distinct features in the self-perception of these universities and teases out the ingrained ideological standpoints. Firstly, the neoliberal ideological hegemony found in other university studies exists, but Japanese universities frame it differently: the explicit focus is on profit for society rather than individual gain. Secondly, there is consensus among the institutions regarding the production of ‘globalised’ individuals, but the universities are less than definitive on what the key competencies entail, or how they are applied and measured. Finally, the study underscores the explicit alignment of institutional goals with national policy objectives, reflecting the values advocated by the Japanese education ministry. As the government’s Top Global University Project approaches its conclusion, this research provides valuable insights for Japanese universities to reassess the aims and objectives of their English-language programs. By offering a nuanced understanding of institutional discourse, this study furthermore contributes to the broader literature on EMI practices and policies, guiding future developments in Japanese higher education.

A comparative study of expressive language usage in contemporary Ukrainian and English media

The article addresses the topical issue of using expressive syntax in mass media, which is an essential aspect of modern journalism. This topic is becoming especially important in the context of the rapid development of digital media and changes in how people consume information. Expressive syntax, as a means of linguistic expression, affects the audience's perception of content, shaping emotional reactions and attitudes. The paper analyzes how different publications use expressive syntax to achieve specific communicative goals. The authors carefully analyzed the linguistic features of two leading media resources - the British "The Guardian" and the Ukrainian "Ukrainska Pravda." They aimed to understand how these media use expressive syntax to achieve their communicative goals. The authors paid particular attention to analyzing stylistic differences in approaches to presenting information, which reflects the cultural and contextual characteristics of the audiences of both publications. On the one hand, The Guardian tends to have a more analytical and nuanced style. It uses syntactic constructions that promote deep understanding and reflection on the topics presented. On the other hand, Ukrayinska Pravda more often resorts to direct and emotionally charged syntactic constructions that help to convey the main point of the news quickly and effectively. It constantly emphasizes the importance of events for Ukrainian society. Based on the analysis conducted, the authors have concluded that expressive syntax plays a key role in shaping the perception and impact of media texts on the audience. Media outlets should find a balance between the use of expressive means and ensuring the accuracy and reliability of information. Therefore, all media professionals are advised to pay close attention to their language strategy since language is a powerful tool of social influence that can shape public opinions and sentiments.

Effects of supplementary and mainstream education on the secondary–tertiary transitional challenges in English medium higher education

Despite the rapid growth of English medium instruction (EMI) in higher education, little research has been conducted to pinpoint the challenges faced by students. This quantitative study explored the challenges posed by the secondary–tertiary transition to first-year students with different English proficiency levels in EMI higher education institutions. In addition, we also investigated students’ perception of the usefulness of supplementary and mainstream education in preparing them for those challenges. 91 participants studying at two tertiary institutions in Hong Kong completed a 52-item questionnaire. The questionnaire included items in relation to three major aspects of challenges: ‘academic studies and skills’, ‘socialization’, and ‘college/university life adaptation’. It was found that students with low proficiency regarded all three aspects as significantly more challenging than the high proficiency ones in their first-year studies. However, despite the different proficiency levels, students similarly perceived mainstream education to be significantly more useful than supplementary education in preparing them for those transitional challenges. The findings together suggest that more English support is needed for low-proficiency students at the tertiary level and argue that mainstream education plays an essential role in assisting students in this secondary–tertiary transition. Implications are discussed in terms of the benefits of having a general English course as perquisite for low English proficiency students before they enroll in English for Academic Purposes courses, and the development of a variety of tasks with more emphasis on communication and collaboration at the secondary level to support them in this transition.

From policy dumping to a participatory framework: re-envisioning the English medium instruction policy in Kazakhstan’s mainstream schools

ABSTRACT Situating EMI policy and planning within the mainstream school in Kazakhstan, this study probes how STEM (sciences, technology, engineering, mathematics) teachers manage the policy, what challenges they confront, and how they respond to the challenges. Employing ‘agency’ as a conceptual frame, the study analyzed 58 teachers’ interviews representing six regions of the country. Findings suggest that teachers’ lower-level English proficiency and lack of English teaching experience challenge them to cope with the policy. However, teachers do demonstrate signs of what we describe as ‘responsive agency’, referring to teachers’ employment of available resources to make up for their language deficiencies. The policy apparently suffers from ‘policy dumping’ and disjunction because the traditional policymakers/actors put the burden of policy implementation mainly on teachers without providing them the required support and resources they need. Policy dumping renders local teachers eliminated from decision-making processes. The way forward is a non-traditional and non-technocratic participation framework.

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

Abstract 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.

Localising international schools in multilingual Switzerland: from parental strategies to institutional dual-language programmes

ABSTRACT This article aims to complexify the linguistic dimension of international schooling in light of the increasing diversification of the field but also as a result of the ‘banalisation’ of English and the growing ‘added’ value of multilingual competence in the knowledge economy. Drawing on data from focus groups with mobile families and institutional documents from an international school in Switzerland, we claim that the value of English-medium education to facilitate worldwide mobility is simultaneously conceived by parents as an obstacle for their children’s acquisition of certain linguistic capitals in the locality. This engenders constant family (re-)evaluations of school choice and the development of strategies for children to acquire locally-available linguistic competences. The Swiss context activates the multilingual imagination of global middle-class families who demand that the school help their children maximise their chances of local linguistic capitalisation. In our case study, the current educational shift responds to parental desires for elite multilingualism with French and materialises in an optional dual-language programme to attract an increasing number of Swiss and established transnational families in a competitive eduscape.

English Medium Instruction in Saudi Arabia: A Systematic Review

This systematic literature review investigates the adoption and impact of English Medium Instruction (EMI) in Saudi Arabian higher education. It synthesizes findings from 18 empirical studies, primarily in applied sciences such as engineering, medicine, and computer science, while noting a dearth of research in social sciences. The review reveals a uniformity in student perceptions of EMI across disciplines, highlighting its widespread acceptance and challenges in cultural and linguistic adaptation. It also emphasizes the diversity of research methodologies used, offering insights into both teacher and student perspectives. This comprehensive analysis not only maps the current landscape of EMI in Saudi Arabia but also identifies critical areas for future research, particularly in understanding its long-term educational and socio-cultural implications.

A Mixed-Method Analytical Cross-Sectional Research of Person-Centered Learning Behaviors Among Adolescent and Adult Learners.

Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learningand then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is to evaluate the person-centered behaviors that influence learning among learners in adolescent and adult age groups by employing a learning behavior questionnaire that has been previously validated. Material and methods A cross-sectional study in which 944 participants were enrolled, including 456 adolescents from English-medium schools (aged 11 to 16 years) and 488 adults from a health professional institute (aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the study's quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp LLC, College Station, USA), all of the responses were tallied and statistically examined. Results The mean scores of person-centered learning behaviors were significantly higher for learners in the adult age group than for learners in the adolescent age group. The findings of the component, which was qualitative in nature, were consistent with the findings of the learning behavior questionnaire analysis. For both adults and adolescents, the difference in mean person-centered learning scores was statistically negligible at a 5% level of significance (p=0.415 and p=0.368, respectively). Conclusion The study's checklist, which is self-monitoring in nature, may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.

Bridging Content and Language in English-medium Engineering Programs

English-medium Instruction (EMI) is increasingly being implemented in diverse educational settings where English is not the primary language. However, a persistent challenge of EMI implementation lies in the scarcity of high-quality EMI teaching materials that effectively enhance both content knowledge and language acquisition. This study aimed to investigate how language is integrated with content in EMI lessons and to assess their efficacy. The study involved three Civil Engineering teachers, three language teachers, and 102 students. Data collection instruments comprised journals kept by content and language teachers during the EMI materials development process, pre-tests and post-tests, satisfaction surveys, and semi-structured interviews. The quantitative results were analyzed using descriptive statistics and t-tests, while content analysis was used to analyze qualitative data. Results revealed that students expressed high satisfaction with the materials, noting increased participation in EMI classes, enhanced content comprehension, and heightened awareness of language use in lessons. Nonetheless, the design process of EMI materials is intricate, non-linear, time-consuming, and demanding of pedagogical expertise. While collaborative efforts between content and language teachers have appeared promising in theory, practical implementation in real contexts has proven to be challenging. It is recommended that the EMI materials developers possess pedagogical knowledge on content and language teaching, recognize the iterative and complex nature of the material design process, and the need for ongoing communication with the respective to enhance the success of the collaboration.

Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh

Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This study examined two issues: the difficulties that Bangladeshi undergraduates of English studies confront while developing academic writing skill, and the ways to develop L2 English writing skill. Participants of this study were 6 students studying English in different Bangladeshi universities and 3 English teachers who were teaching at tertiary level. Data collection tools were composition writing samples on a selected topic for undergraduates and a semi-structured interview schedule for teachers. Results indicated that poor grammatical competence and brainstorming skill, insufficient vocabulary, inadequate knowledge of mechanics and writing style, and mother tongue interference were the major barriers that Bangladeshi undergraduates of English studies frequently faced while writing in English.

DESAIN MEDIA PEMBELAJARAN BAHASA INGGRIS UNTUK SISWA TUNARUNGU BERBANTUAN TEKNOLOGI INFORMASI DAN KOMUNIKASI

Understanding words is one the language components that becoming a problem for students with hearing impairment – students with hearing and speaking problem. This difficulty exists because student with hearing impairment do have any perception about language. The difficulties of student with hearing impairment in understanding words will consequently causing problem for them in understanding and delivering sentences in written language and to interact in hearing community. The main goal of this research is to develop a media teaching and learning English based on Information Communication and Technology (ICT) and Edmodo – social network media that used exclusively as e-­‐learning tool, toward the ability of hearing impairment students in understanding meaning of words, semantic, and their interaction in learning English. The research also investigated the effectiveness of using the media in learning English for the students. The result shows that students with hearing impairment are very motivated in understanding words and sentences taught assisted with ICT and Edmodo. The everyday classroom interaction shows that the students are actively participating in individual and group works. In addition, students have a good perception about teaching assisted with ICT and Edmodo. Keyword: ICT and Edmodo, Hearing Impairment Students, Teaching and Learning English

Analysis of Augmented Reality Utilization as Learning Media in Primary Schools

Learning media plays an important role in increasing the effectiveness of delivering material in elementary schools according to the independent curriculum. The aim of this research is to discuss the use of Augmented Reality technology as a learning medium in elementary schools. Augmented Reality enables interactive visualization of material objects, increasing student interest and understanding. The research method used is qualitative with literature study techniques to analyze the use of Augmented Reality as a learning medium in elementary schools. Data from relevant journals was analyzed using qualitative descriptive methods. The research results show that Augmented Reality, which was originally developed for mobile games, has been adapted into an interesting and fun learning tool for students. Augmented Reality is considered a solution to improve the quality of education by utilizing digital technology. The increase in learning outcomes and students' ability to build knowledge based on learning experiences is proof of the effectiveness of using Augmented Reality media in learning in elementary schools. Thus, the use of Augmented Reality in learning can make a positive contribution to achieving educational goals.

The Influence of Technology-Based Learning Strategies on Student Performance/Motivation in Primary Schools

In today's digital era, the use of technology in education is becoming increasingly important. Technology-basedlearning strategies (e-learning) have become an effective method for improving student performance, especially in elementary schools. This journal aims to explore and analyze the influence of technology-based learning strategies on the performance of content data from surveys and interviews with teachers and students. The research results show that students in elementary schools are able to use technology . This study uses literature review methods and qualitative methods, including analysis of student use of technology in learning can increase student motivation and engagement, thereby improving their academic performance. Apart from that, technology-based learning strategies can also help in preparing students for an increasingly digital future. However, this research also found several challenges, such as limited access to technology and difficulties in integrating technology into the school curriculum. Therefore, this research suggests that the development of technology-based learning strategies must be adapted to school needs and conditions, and ensure that all students have equal access to technology. The research method chosen was the document review method. Data collection was carried out by recording and reviewing research articles related to the use of technology-based learning media in elementary schools, which were then analyzed and appropriate conclusions were drawn. with research objectives. The conclusion of this research is that the benefits of implementing e-learning now can be felt so that teachers and students feel the need to study the Koran in depth.

English medium instruction learners’ self-efficacy, engagement, and satisfaction; developing a measurement instrument

ABSTRACT This paper describes the development of a survey instrument to measure learners’ self-efficacy, engagement, and satisfaction within the context of English Medium Instruction (EMI) classes, with reference to both language issues and the discipline being taught. The paper presents details of analysis of the instrument using the Rasch model. The survey was administered to 287 tertiary students enrolled in EMI classes in Japan. Results of a Rasch Principal Components Analysis of Residuals showed the three intended constructs to be largely unidimensional. Item-level analysis, as well as reliability and separation measures and an investigation of Wright maps, provided further evidence that the items are working adequately to measure each of the three constructs and to allow differentiation between levels of each construct among the respondents. In addition, the effectiveness of the 6-point Likert scale used was confirmed with an analysis of category structure functioning. Finally, a correlation analysis with a subset (n = 97) of the participants for which English proficiency test scores were available was conducted. Results showed a small, statistically significant and positive relationship between reading proficiency and each of the three constructs.

A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and Adult Learners Utilizing a Validated Learning Behavior Questionnaire.

Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is the evaluation of the participation-centered learning behaviors among adolescent and adult learners employing a validated learning behavior questionnaire. Material and methods This was a cross-sectionalresearch. A total of 944 participants were in the study, including 456 adolescents from English-medium schools (aged 11 to 16) and 488 adults from a health professional institute ( aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp, College Station, United States), all of the responses were tallied and statistically examined. Results The mean scores of participation-centered learning behaviors were significantly higher in adult learners than in teenage learners. The findings of the qualitative component analyzed were consistent with the findings of the learning behavior questionnaire analysis. Conclusion The study's self-monitoring checklist may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.

Developing a Gamified Digital Learning Media to Cultivate Singing Skills for Junior High School Students

Digital learning media based on gamification is rarely found in singing education, yet the impact of utilizing such learning tools cannot be underestimated. Therefore, this study aimed to develop a gamified digital learning media product for cultural arts education in junior high schools. The research adopts a Research and Development (R&D) approach using the ADDIE model, focusing on the development and validation process of gamified digital learning media suitable for educational purposes. The research subjects consist of media experts, content experts, and cultural arts teachers from State Junior High School 3 Grogol, Sukoharjo. Data collection techniques involve a media validation questionnaire, which is then analyzed using percentages and described to provide an overview of the suitability level of this gamified media. The research results indicate that the average validation results obtained from media experts I and II are 86%, while the average results from content experts I and II are also 86%. After being validated by the cultural arts teachers, the gamified media received an average total score of 87% from three teachers, all falling under the 'very good' qualification. Therefore, based on the assessments of media experts, content experts, and teachers, it is concluded that the gamified digital learning media product is categorized as 'suitable' for use as an alternative cultural arts learning media in State Junior High School 3 Grogol. The existence of this appropriate media undoubtedly stands as an innovative learning tool, incorporating gaming elements to enrich the process of singing skills.

L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University

ABSTRACT English-medium instruction (EMI) is growing in popularity worldwide, including in Japan. However, students’ language learning motivation has not been fully researched in this context. Accordingly, this mixed-method study explores the roles of L2 English and L3 Japanese motivation in an EMI programme at a Japanese university. Applying L2 motivational self system and International Posture (IP) as theoretical frameworks, quantitative data from surveys (n = 66) and qualitative data from eight semi-structured interviews with international students were collected at an EMI programme of Policy Studies in Japan. The results indicate that motivation to learn L2, especially ideal L2 self, plays a significant role in student studies. Furthermore, a strong IP, including viewing study abroad (SA) in Japan as ‘an international learning environment’ where they can ‘experience the world’, was related to their use of English. In contrast, L3 motivation decreased for most participants owing to the lack of integrativeness, scarcity of opportunities to use L3, and negative learning experiences. In other words, SA in Japan does not automatically motivate students to learn Japanese.

Understanding Chinese international students’ language ideologies and multilingual practices in English-medium instruction programs in Germany

Analysed through the lens of language ideology, this qualitative study delved into the multilingual experiences of Chinese international students in English-medium instruction (EMI) studies in Germany. Drawing on semi-structured interview data from 16 Chinese postgraduate students in an international university, this study probed into these students’ language ideologies related to English, German, and Mandarin Chinese. Data analysis showed that their language ideologies were complex and intertwined with academic success, social integration, future employment, solidarity within ethnic groups, and widening local networks. It was also found that the participants’ multiple while often conflicting language ideologies were pivotal in shaping their investment in and usage of particular languages. The findings of this study contribute to a deeper understanding of the diversity inherent in international students’ language ideologies in EMI and have significant implications for the internationalisation of multilingual environments in higher education (HE).