English Medium Instruction Programmes Research Articles

Potential Vocabulary Growth in EMI Programs: The Cases of Accounting and Civil Engineering in Taiwanese EFL context

English-medium instruction (EMI) has become a nationwide trend in Taiwan’s higher education institutions. Behind this rapid growth is the widespread belief that EMI provides English immersion, which facilitates incidental learning of the target language. However, not all EMI programs in EFL contexts provide the same immersion as those in the Anglosphere. English-medium university textbooks were therefore targeted as a research focus in that they offer non-English subject majors a sustainable channel for exposure to English in the EFL context. The researcher compiled two 4-million-token accounting and civil engineering textbook corpora and measured the vocabulary levels and amounts along the BNC/COCA word-frequency scale. Results show that accounting textbooks reached the 5th 1000-word-family level at 98% text coverage while civil engineering textbooks stretched to the 9th–10th 1000 level. Twelve repetitions were used as a benchmark for incidental learning. Only 1,479 word families beyond the first 3000 occurred 12+ times in the accounting corpus versus 3,397 word families in the civil engineering corpus. For EMI practitioners who are concerned with their students’ vocabulary development, the results may serve as a reference for future investigations into other disciplines.

Student perceptions of critical thinking in EMI programs at Japanese universities: A Q-methodology study

Over the past two decades, Japan's Ministry of Education, Culture, Sports, Science and Technology (MEXT) has pursued the internationalization of the nation's universities, enticing students from overseas through English-medium instruction (EMI) degree programs, that simultaneously aim to nurture Japanese students with global skills. The development of critical thinking (CT), is a stated aim of many such programs, yet CT has been a contested concept in Japanese education, while student understandings of CT differ in a diversified student body. Here, Q-methodology is utilized to investigate views of CT among Japanese and international students in EMI programs. 39 students who had completed CT courses at two national universities ranked statements describing the qualities of a critical thinker. Through factor analysis, four distinct views of CT emerged: two of which were highly favoured by Japanese students; two others by international students. Japanese students accentuated perspective taking, flexibility, listening to others, and reflexivity as essential qualities of a critical thinker, while international students valued logical argumentation, and evidence analysis. While this could be attributed to socio-cultural or pedagogical differences, it also provides impetus to explore the complex range of influences on students' identity construction within EMI programs.

Investigating English-medium instruction for international students in China

ABSTRACT Few studies have investigated current English-medium Instruction (EMI) programmes for international students studying in universities in China’s mainland. The present study applies Spolsky’s language policy framework to analyze Chinese EMI programmes in terms of language ideology, language management, and language practices on the national level, the university level and the individual level. Data are collected from policy statements, interviews, and questionnaires. This study finds that in EMI programmes for international students, language belief lays the foundation for meso-level language management. Guided by macro beliefs, meso institutions use the management tools of curriculum design, instructional staff management, and evaluation to implement EMI programmes. Language practice is influenced by and modifies beliefs and management. In practice, professional learning is prioritised, and a slight mismatch between the language support provided by the institutions and international students’ actual expectations is found. This study contributes to the development and implementation of EMI in Chinese higher education.

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.

English language entry requirements in EMI degree programs at Bachelor level in Italy

The internationalization of education at university level is rapidly leading to the proliferation of English Medium Instruction (EMI) programmes in many educational contexts around the globe. This study deals with the entry requirements for prospective candidates for accessing EMI degree programmes at bachelor level (BA) in Italian universities, with a focus on English language proficiency. So far, this particular aspect has received little attention, especially from a comparative perspective among Italian universities. However, language competence is crucial to learn effectively in an EMI context. This paper illustrates the results of a survey involving eighteen Italian universities which offer such programmes at bachelor level. To identify the English language requirements, the relevant webpages of the institutions have been explored, starting from the Universitaly website - a platform which presents an overview of the Italian universities providing EMI programmes. All the undergraduate degree courses delivered in the English-only formula have been considered. The results show that not only are the institutional webpages and their admission requirements sections quite different from one another but, most importantly, the required level of English proficiency varies considerably across universities and degree courses, ranging from B1 to C1 (according to the CEFR descriptors). In addition, programmes also differ in terms of how students' English proficiency is verified. This study, therefore, suggests that, at least as far as entry language requirements are concerned, EMI in Italy is far from being a homogenous phenomenon and that local practices tend to shape this educational policy.

Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.

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

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.

In Conversation with Ernesto Macaro on English Medium Instruction

Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in classrooms where English is the medium of instruction. He has published widely on these topics, including in journals such as Language Teaching, Modern Language Journal, Language Learning Journal, Language Teaching Research and International Journal of Bilingual Education and Bilingualism. He is also the author of English Medium Instruction: Content and Language in Policy and Practice (2018). Before becoming a teacher educator and researcher, he worked as a language teacher in secondary schools in the UK. His most recent work explores certification programmes for English medium instruction teachers in higher education and the transition from secondary to tertiary English medium instruction programmes.

Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China

English-Medium Instruction (EMI) practices in the People’s Republic of China (PRC) are still emerging and in need of further empirical investigation, in comparison to European countries. Existing research in the Asian context is mainly based on students’ and teachers’ perceptions and policy-related concerns. There is a remarkable lack of studies assessing students’ language and content learning outcomes through objective tests. This study specifically reports on language learning outcomes data in two EMI programs, namely Film Production and International Trade, taught by non-Chinese international teachers. Pre-post discipline-specific vocabulary and writing tests as well as pre-post grammar proficiency tests were conducted over the course of one semester and after the same number of hours of exposure. Results show that almost no progress was made as regards their general English grammar proficiency, as expected, but gains were found in productive and receptive vocabulary tasks and in the three measures of the writing task. The greatest gains emerged in the International Trade group in the vocabulary tasks and no differences were observed between the groups in the writing task. Results are discussed in relation to classroom teaching practices in the two groups, which were observed three times over the course of the semester.

Job Prospects of Different EMI Engineering Programmes’ Graduates

English medium instruction (EMI) in university-level engineering programmes is becoming the norm globally as well as in Turkey due to the internationalisation and job opportunities in this field. However, research about the job prospects among the engineering graduates who studied in EMI programmes are quite limited compared to the presence and dominance of EMI implementation in these programmes. To address this gap, this study with a causal-comparative research design focused on the predictive power of studying in different EMI engineering subjects in terms of graduates’ job prospects. 139 engineering graduates took part in this study representing three academic subjects and two different EMI models (i.e., full vs. partial). All participants filled out an online survey that inquired into their job prospects. Proportional Odds Logistic Regression (POLR) analysis was used to determine the differences among academic subjects and EMI models. Findings of our study revealed that different EMI academic subjects in the field of engineering had different prospects in the job market. Moreover, differences in the same academic subject that employed a different EMI model were also observed. This study builds up on the limited scientific knowledge about the contribution of our higher education institutions to the career prospects of their graduates.

Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice

ABSTRACT Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of language use from policy to practice in Vietnamese higher education English-medium instruction (EMI) programs from multiple stakeholders’ perspectives. Specifically, this study examines how the use of languages is enacted (language management), perceived (language beliefs), and implemented (language practices) at three layers/levels involving 30 university administrators, 96 content lecturers, and 286 students (N=412). Research data were drawn from multiple sources, including policy documents, questionnaires, interviews, and classroom observations. An overarching ideology of English only as the medium of instruction was manifest in the data at all levels. However, the findings revealed a stark misalignment between the language management policies explicitly articulated at the national and institutional levels and actual language practices taking place at the interpersonal/classroom level. These findings suggest that ideology/beliefs are not the sole determinant of language practices and that the latter can sometimes be driven by contextual factors. The paper discusses the findings’ implications for EMI policies and practices and offers suggestions for future EMI-related research.

Piracy, playing the system, or poor policies? Perspectives on plagiarism in Thailand

Plagiarism is a complex issue, torn between theory and practice, expectation and reality, and developmental and ethical concerns. However, in terms of student/teacher perceptions and practices, most plagiarism research has focused on English as a second/foreign language (ESL/EFL) settings, with little to no research into English medium instruction (EMI) in non-Western locales. Therefore, using a combination of Likert scale items, agree/disagree statements, and open-ended questions, we sampled 395 Thai undergraduates and 46 lecturers on their attitudes, beliefs, understandings, and exposure to plagiarism in EMI programs. We also examined the institutional policies of their universities for definitions and punishments related to plagiarism. Results showed that both groups framed plagiarism as ethically wrong and broadly understood what constituted plagiarism. However, there was a clear disconnect between institutional policies on plagiarism and actual practices. We argue there is more at stake than just misunderstandings, a lack of knowledge, and/or ability on the part of students. As intermediary gatekeepers, teachers play a crucial role in contextualising rigid, broad policies so as to encompass both academic integrity and academic literacy. We conclude by making a number of recommendations with regard to teaching practices, student volition, and institutional mandates.

Certifying lecturers’ English language skills for teaching in English-medium instruction programs in higher education

L’enseignement des spécialités en anglais est de plus en plus souvent mis en place dans les universités traditionnellement non anglophones dans le cadre des politiques d’internationalisation des universités. L’augmentation du nombre de ces programmes soulève des inquiétudes quant à la qualité de l’enseignement si bien que de nombreuses universités ont commencé à mettre en place des certifications en anglais pour les professeurs non anglophones qui dispensent des enseignements en anglais. Les politiques de certification des enseignants varient selon les établissements d’enseignement supérieur. Certains établissements certifient les enseignants par le biais de formations spécifiques, par le biais de prestataires externes ou en interne, laquelle formation conduit à l’obtention d’un certificat. Les tests oraux et écrits conçus localement se fondent souvent sur l’échelle du CECR, car elle permet une reconnaissance internationale des résultats des tests. En s’appuyant sur la recherche et l’expérience d’un test institutionnel pour la compétence orale en anglais du personnel universitaire, cet article examine les avantages et les inconvénients des différents modèles de certification pour les enseignants et fournit des recommandations pour concevoir des pratiques de certification équitables et durables.

Assessment of Academic Staff Performance in English Medium Instruction

One of the internationalisation strategies for higher education institutions is internationalisation of their curricula by delivering English-medium instruction programmes. These internationalization efforts can be successful if support for the language needs of all stakeholders involved is provided. English language proficiency assessment of academic staff is an essential prerequisite to the implementation of a high-quality study process in the English language. Therefore, the aim of this paper is to validate the assessment system of academic staff performance in English medium instruction at a university in Latvia and the use of mediation strategies as a basis for the assessment system development. The qualitative and quantitative analysis of the test results suggests that the integrated assessment tasks demonstrate higher internal consistency and higher correlation with the test results and the performance of the academic staff in the international setting.

КАК ПОВЫШИТЬ КАЧЕСТВО ПРЕПОДАВАНИЯ ПО АНГЛИЙСКИМ ОБРАЗОВАТЕЛЬНЫМ ПРОГРАММАМ В УНИВЕРСИТЕТЕ? ПРАКТИЧЕСКИЙ ПРИМЕР ИЗ ТУРЦИИ

In recent years, the rapid developments in science and technology, the widespread use of mass media, the increase in cultural and commercial relations have made the learning of foreign languages a necessity for communication among the nations of the world. The growth of EMI (English Medium Instruction) programs in Higher Education is evident all over the world. There are 100% EMI programs in an increasing number of higher education institutions in countries whose mother tongue is not English. There is a similar trend in Turkish Higher Education Institutions in terms of the importance given. However, starting education and training without providing the necessary infrastructure for universities to open EMI programs causes questioning of the quality in this field and the emergence of various problems. In this study, the efforts to become an international university by increasing the quality of EMI programs in a state university were examined with a case study pattern. Research data were obtained through focus group interviews, observations, and document reviews. The data were analysed using text analysis. Research findings were condensed into three themes, namely English Language Policy, Continuing Professional Development, The English Language Curriculum. The result of the study shows that any university in Turkey should firstly create the EMI policy in written form to reach the level of competition at the international level. In addition, the university should include this policy in its general strategy, prepare a curriculum for this purpose, and support its academic and administrative staff with continuous professional development.

Role of Japanese in English-medium Instruction Programs at Japanese Universities: Toward the Globalization of Education that Values Diversity

This paper highlights the role and efficiency of first-language use alongside English in English-medium instruction (EMI) programs in Japanese universities. To provide educational support and enhance bilingual communication between Japanese and international students, two courses are suggested: elementary Japanese for international students and intercultural communication for both. An analysis of their communication and remarks during these courses indicate that the use of English and Japanese worked efficiently to ensure communication, build relationships, and teach about Japanese culture. In light of the results, the use of English in EMI programs is considered to hinder the appreciation of Japanese culture and the value placed on diversity in globalization.

Academic language-related challenges at an English-medium university

The study reported in this article investigated the linguistic challenges that students face at an English medium instruction (EMI) university in Turkey. The aims of the study were (1) to describe the challenges that students experience in their EMI classes; (2) to investigate how these challenges vary according to individual student characteristics; and (3) to validate a research instrument designed to explore academic language-related challenges in EMI contexts. Data were collected from undergraduate students (N = 498) using an online questionnaire, which had a structure based on challenges with respect to reading, writing, speaking, and listening. The analysis revealed that students found writing and speaking to be the most challenging areas in their EMI classes. The study also found significant differences in the challenges reported by students with respect to academic discipline, L1 background, prior EMI experience, and the type of exam taken to meet the university’s language proficiency requirements. Implications are discussed with respect to EAP support for students and L2 proficiency entry requirements for EMI programs.

Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme

This article examines the relationship between Japanese undergraduate students’ English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening, speaking and writing) to experience a lower level of linguistic challenges. A total of 264 students were surveyed in Tokyo, Japan, and 13 follow-up interviews were conducted. Exploratory and confirmatory factor analyses confirmed the underlying factors in the EMI (English medium of instruction) Challenges Scale loaded onto a priori assumptions of dimensions falling along skill-based constructs. Analysis of questionnaire data revealed that English language proficiency (i.e. TOEIC score) was a statistically significant predictor of challenges in the EMI programme. While no clear discernible threshold was observed, the differences in perceived ease of study at different levels of English proficiency influenced the challenges students reported for each academic skill. Interview data uncovered the multi-faceted nature of how the thresholds are determined not only by language proficiency but also by other factors, such as prior content knowledge, motivation, and the classroom learning environment. Practical implications for pedagogy are also discussed.

English Medium Instruction in Taiwan: From the Perspective of International Students as Thesis Writer

The establishment of English medium instruction (EMI) brings opportunities for non-native English speaking institutions to compete with Anglophone universities and attract international students to join their program. More policies were designed to improve the academic environment quality and attract international students. As a thesis becomes the graduation requirement, there is a weight of difficulties and high expectations to produce good writing. This study explores thesis writing problems and strategies perceived by L2 writers as international graduate students in Taiwanese EMI classrooms in Taiwan. The participants were 152 international students who pursued a graduate degree in Taiwanese tertiary education; their major was categorized into engineering and social studies. The data was collected through questionnaires and in-depth interviews with some participants. The quantitative result indicates both students across the major were experiencing the same challenges in thesis writing and utilizing similar strategies to overcome the problem. Later, the qualitative result provides explanations to what really happen among these graduate students while writing thesis. The result serves reference and suggestion for academics in assisting their supervisee. It also suggests to the university to assist these L2 writers by providing writing correction services to the betterment of the EMI programs in their institution.

English language requirements for enrolment in EMI programs in higher education: A European case

While many studies investigate the validity of TOEFL and IELTS scores, as well as stakeholders’ opinions about their usefulness for international student admission at Anglophone universities, little is known about their utility and relevance for admission in English medium instruction (EMI) programs at non-Anglophone universities. The purpose of this study is to explore various political, economic, socio-cultural, and academic dimensions within a specific EMI context in order to build an argument regarding the usefulness of standardized English test score requirements by detailing the consequences that would result from the use of standardized test scores and the decisions based on their use within the EMI context. Data from a lecturer survey, interviews, and documents were used for the analysis. Based on the findings, the use of commercial English test scores will streamline the screening of all students based on English language proficiency and establish equality among different student groups. However, although these scores may provide a solution to some language-related issues in content learning in EMI, broader educational planning (e.g., secondary school education, teacher training, integrating content and language) may be necessary in order to achieve long-term positive effects and avoid political and ethical issues.