English-medium Research Articles

Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?

The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.

Exploring the use of translanguaging in the EFL Classroom: Students’ feelings and attitudes on the role of first language and English-only instruction

This study investigates the perspectives and attitudes of students in an English as a Foreign Language (EFL) classroom towards the use of their first language (L1) and English-only instruction. The aim is to understand how students perceive translanguaging and the role of their first language in the classroom and whether they believe incorporating it alongside English (L2) enhances their ability to express themselves and understand the content. This research took place in an adult high school in Indianapolis, IN USA. The findings reveal that students generally value the opportunity to use their first language in the classroom, as it helps them feel more comfortable, secure, and able to ask questions and seek clarification. However, there is also a preference among some students for English-only instruction, as they believe it facilitates language learning and immersion. These results suggest that incorporating students' first language in the EFL classroom may have pedagogical benefits, particularly in terms of improving students' confidence and understanding. The findings also highlight the importance of striking a balance between English-only instruction and incorporating students' first language to create an inclusive and supportive learning environment.

Studying Chinese, studying in Chinese and studying with the Chinese: international students’ experiences and identity construction in Chinese-medium instruction (CMI) programs

ABSTRACT While extensive studies have been devoted to English-medium instruction (EMI) in the internationalisation of higher education, only a few studies have investigated the language-related experiences and perceptions of international students in non-Anglophone contexts where the local/national language(s) serve as a medium of instruction for academic purposes. Given that Chinese universities have adopted a strong Chinese-medium instruction (CMI) initiative for international students in the past decade, this article makes a critical analysis of interviews with 48 African students to uncover CMI implementation in Chinese universities. The findings reveal that the students generally held positive attitudes towards the top-down CMI policy being implemented, despite the challenges encountered. However, the uncritical curriculum ‘Sinicisation’ also raised concerns about Chinese-only practices, the absence of appropriate learning materials and testing regimes, a lack of institutional support for using Chinese as an academic lingua franca, epistemic and social marginalisation of international students. As such, the article presents a complex interplay of language attitudes, language practices and identity construction in CMI programs, highlighting a hiatus between policy intentions and actual practices in classrooms. I conclude the article with recommendations for policymakers and future research on CMI policies and practices in China.

Whether English Proficiency and English Self-Efficacy Influence the Credibility of ChatGPT-Generated English Content of EMI Students

This study investigated whether English proficiency (EP) and English self-efficacy (ESE) influence the credibility of ChatGPT-generated English content (CCGEC) of college students in the English-medium instruction (EMI) courses. We observed a college-level EMI course called “Technical Writing and Presentation”, where instructors encouraged their students of non-English majors to use ChatGPT for discovery learning in their EMI learning tasks. A survey of 800 students showed that ChatGPT was primarily used for providing explanations, suggesting ideas and structures, and preparing presentations. Analyzing the survey data with the MANCOVA procedure revealed that students' EP levels did not influence their CCGEC, and ESE did not moderate the relationship between EP and CCGEC in the EMI course context. These findings suggest that ChatGPT can be a valuable tool for EMI students regardless of their EP or ESE.

Hong Kongers and their languages: bordering, scale and identity

Abstract In this paper, we examine discourses about border and scale in the context of Hong Kong’s relationship with mainland China. We argue that, as the physical and political borders between Hong Kong and the mainland are eroding, other forms of bordering practices – such as linguistic borders – become more salient and contested. We draw on selected thematic analyses of a corpus of 70 articles from Hong Kong English media, as well as socio-historical analyses that have widely circulated since Hong Kong’s handover from Britain to China, in order to examine how the construction of “Cantonese” and “Mandarin” is managed against anxieties about Hong Kong’s potential loss of distinction and fears of becoming “just another Chinese city”. In this process, both borders and scales become key terrains of negotiation and function themselves as ideological resources in debates about Hong Kong’s identity and future, as certain distinctions take on reduced or pronounced meaning from particular scalar perspectives. Amid an ongoing reframing of what it means to be “Chinese”, examining language ideologies in Hong Kong contributes to our understanding of how national and linguistic categories achieve or reframe their social meanings.

Exploring the nexus of variables in English-medium instruction research: a comprehensive global meta-analysis

ABSTRACT The primary objective of this study is to conduct a comprehensive meta-analysis of English-medium instruction (EMI) literature, addressing the significant gap in quantitative evaluations within existing research. By analysing 47 empirical studies employing statistical methods, this research aims to uncover broader trends and correlations within EMI data. Specifically, the study investigates correlations for various factors, such as measurement outcomes and academic subjects. It also examines the influence of different research methodologies on reported correlation coefficients, assessing how methodological choices shape observed relationships in EMI studies. Key findings reveal that perceived academic performance and perceived English language proficiency exhibit the highest effect sizes, underscoring the importance of students' perceptions in EMI success. Conversely, actual academic performance, actual English language proficiency, motivation, and affective factors show small correlations, highlighting areas for pedagogical improvement. Self-efficacy demonstrates a medium correlation, indicating its significant role. Computer Science stands out with the highest effect size, suggesting discipline-specific variations in EMI effectiveness. Different measurement tools, including questionnaires and standardised tests, generally show small correlations, indicating a need for more refined assessment instruments in future EMI research. This meta-analysis provides crucial insights for enhancing EMI implementation and assessment, contributing to the broader discourse on educational strategies in multilingual settings.

(Re)countering multilingualism and refugee-background students in Australian compulsory education

Compared with nations around the world, Australia has one of the highest rates of refugee resettlement per capita. Approximately 40 per cent of newly arrived refugees in Australia in 2018–19 were under the age of 18 and close to 90 per cent spoke a language other than English. Given that education is compulsory until the age of 16 in most states and territories of Australia, young people labelled as refugee-background students (RBSs) are tasked with navigating the English-only education system, in which their multilingualism is often viewed as a barrier; however, there are increasing calls for research to focus on the positive, affirmative practices of RBSs through a strengths-based approach in education, to counter a ‘damage-centred’ and deficit discourse. Thus, this article presents a systematic literature review of studies conducted in Australia with RBSs between 2010 and 2022. Specifically, this review explores the strengths-based multilingual practices of RBSs in compulsory education in Australia. Inspired by RefugeeCrit theory, we seek to highlight strengths-based examples of RBSs multilingual practices as examples of counter-narratives to the prevailing deficit discourse, while remaining attentive to issues of trauma, agency and multilingualism.

Linguistic analysis of gender stereotypes in the language of mass media

The aim of the research is a detailed analysis of language structures that spread and reproduce gender stereotypes in the field of mass media. The study employed the methods of analysis of language means of gender-oriented text, linguistic analysis of gender markers, comparative analysis for studying gendered vocabulary. Standard statistical methods and Cronbach’s alpha were also used. The use of linguistic means of gender-oriented text in English media discourse can vary depending on different factors such as genre, format, and target audience. For example, gender stereotypes are often used more frequently in news articles than in literary texts. This tendency is determined by the fact that news usually focus on specific events or problems, rather than on the persons involved. In the context of the media, gender stereotypes caused by an attempt to attach events a clear context and explanation, which can lead to greater use of gender distinctions. In contrast, the authors of fiction texts use more creativity and the opportunity to avoid stereotypes regarding gender roles. Further research may cover various aspects of gender equality, in particular, representation of different gender identities and the interaction between them in the linguistic space.

Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis

ABSTRACT Previous research has examined the impact of various factors on the academic success of undergraduate students in English Medium Instruction (EMI) environments, with the aim of improving students’ academic outcomes. However, clarity regarding the necessity and sufficiency of these factors for EMI academic success remains elusive, limiting a comprehensive understanding of this phenomenon. This study used crisp-set Qualitative Comparative Analysis (csQCA) to analyse data from 16 empirical studies that investigated factors influencing the academic success of social science undergraduate students in EMI settings, using the EMI Academic Success (EMIAS) model. The findings revealed that English language proficiency emerged as a necessary and sufficient condition for EMI academic success, while students’ characteristics appeared to be a sufficient but not necessary condition. In addition, three causal configurations leading to EMI academic success were identified among four condition variables – English language proficiency, students’ characteristics, educational background, and English language support. This study contributes to a deeper understanding of the determinants of EMI academic success and highlights the importance of students’ English language proficiency and their characteristics in the context of EMI.

E-Module Development Assisted By a Professional Flip PDF Application on Virus Material

This research aims to develop an e-module assisted by the Flip PDF Professional application on the topic of viruses, assess its validity, and assess its practicality. Adopting the development model by Borg & Gall, the study goes through seven stages: potential and problems, data collection, product planning, design validation, design revision, product testing, and product revision. Data were collected through questionnaires given to subject matter experts and media experts to test validity, as well as assessment responses from teachers and students to test the practicality of the e-module. The research findings indicate that the e-module has been developed for use as teaching materials and learning media in high schools. The product's validity from the assessment by subject matter experts is 95.67% and by media experts is 96.06% both categorized as "very valid". Assessment of the product's practicality also yields very positive results, with a percentage of teacher responses at 92.00% and student responses at 89.07%, both categorized as "very practical". This product is highly suitable for use as teaching materials and learning media for biology.Key words: e-module, flip pdf professional, teaching material, viruses

English-Medium Instruction in Japan: experience and its implementation in internationalization of agricultural higher education in Uzbekistan

Abstract EMI has been described as the most significant trend in educational internationalization’ (Chapple, 2015) and as an ‘unstoppable train’, from which EMI educators must ensure students alight safely at their destination (Macaro et al., 2018). Many studies have been conducted to explain and find out what is the best experience to implement in internationalization of Higher Education (HE). However, while literature covers a wide variety of theories, this study focused on two non-Anglophone countries` experiences. Japan is one of the non-Anglophone countries where the internationalization of universities is growing rapidly due to the successful implementation of EMI programs. However, most universities in Asia face numerous challenges in realizing globalization of higher education, especially those in the early stages of transitioning to English teaching programs. Tashkent State Agrarian University (TSAU) in Uzbekistan is one of them. TSAU, established in 1930, prepares agriculture specialists not only for Uzbekistan but also for neighboring countries. In Uzbekistan, not many studies are done related to the internationalization of agricultural tertiary education. To reduce the challenges faced by students and content teachers on their EMI journeys, we must first understand the language-related challenges that many students and teachers experience in the process. This study attempts to investigate the early challenges faced by Japanese universities in transitioning to EMI courses and what aspects of the Japanese EMI experience would be suitable to apply in higher education in Uzbekistan. Moreover, the study will focus on how consensus should be obtained in collaboration between English language and content teachers. The role of English language teachers in the successful implementation of the EMI program is immense and irreplaceable. The findings are based on a literature review of Japanese universities` strategies in the implementation of the EMI program. To address the study questions, a questionnaire was used to gather quantitative data by asking content lecturers the identical 30 questions on 5-point Likert scales with choices ranging from "strongly agree" to "strongly disagree". In the questionnaire, participated content lecturers from TSAU, Akita University and Tokyo University of Technology and Agriculture (TUAT), English language teachers from TSAU and some 1st-year and 2nd-year undergraduate students from all three universities who enrolled in the EMI program also showed interest in participation in research. Findings are expected to be introduced to the department of "Languages" and shared with content lecturers who are involved in the EMI program at TSAU and serve as a source for future research.

Critical English medium instruction: problematising neocolonial language dominance

ABSTRACT English medium instruction (EMI) and critical language education are both relatively established areas of education and scholarship. While the booming trends of EMI have generally foregrounded the technical aspects of instruction and the related linguistic challenges, the ongoing development of EMI theory, research, policy, and practice can be further integrated with critical views. Although a stream of EMI research based on critical perspectives does already exist, there is still a considerable place for more serious critical engagements in this area. Therefore, in this paper we argue for the development of ‘Critical EMI’ praxis that embraces criticality in an explicit, inclusive, and coherent manner. Considering that EMI is a still emerging phenomenon in many contexts, we argue that this is the right time for endeavouring to help it grow as a sociopolitically sensitive area in essence while it is developing roots. We highlight issues of ideology, policy, identity, social justice, and the politics of English as five essential aspects of criticality in Critical EMI and further discuss some of the insights that it can offer in encountering the neocolonial spread and dominance of English.

EMI Teachers' Attitudes and Approaches towards Grammar Error and Professional Development Perspectives in Chinese Higher Education

In the context of Chinese higher education, there is still blank in the English Medium Instruction (EMI) system, particularly in terms of subject teachers' attitudes and behaviors toward teaching grammar in professional courses and their perspectives on the professional advancement of this competency. Based on the existing research, the current study mainly examined how subject teachers perceived their roles and responsibilities in language teaching especially grammar, what strategies they will take to solve students’ grammatical problems, and their feelings and preferences with teacher professional development related to this aspect. Data were obtained from three semi-structured online interviews with three teachers from Beijing Normal University-Hong Kong Baptist University United International College. The findings indicates that EMI lecturers declined to take on the role of language instructors. However, in pursuit of enhancing students' overall understanding of the subject, they did incorporate certain grammar adjustment techniques in their classes and while reviewing students' written work, which is the initial evidence of manifestation of the grammatical Language Related Episodes (LREs). Additionally, the participants recognized the utilization of AI tools to assist students in improving their grammar skills. Furthermore, regarding the professional growth of EMI teachers, they emphasized the importance for tertiary education to stay abreast with current trends that training programs should assist EMI teachers with AI usage for grammar correction, as well as guiding students on the appropriate application of AI in their language learning process.

From EMI to CLIL: negotiating teacher identity

ABSTRACT In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Based on Wenger’s [Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press] identity construction framework, this qualitative multiple case study reveals how three EMI teachers in Hong Kong and Mainland China secondary schools negotiated their identity when being supported to incorporate language teaching in their content lessons. From data collected in co-planning meetings, lesson observations and interviews, all the teachers were engaged in constructing the identity of language aware content teachers, but some of them appeared to experience identity conflicts. The contrast of the three cases reveals that teachers’ professional training, school context and curriculum requirement are important in shaping teachers’ professional identity. Teachers’ agency also impacts on how teachers negotiate their identity, especially when facing contextual constraints. These findings underscore the importance of preparing teachers both psychologically and practically in EMI teacher education.

English-Medium Instruction in Higher Education

English-Medium Instruction in Higher Education

Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan

AbstractIn this study, the authors address the case of STEM (science, technology, engineering, mathematics) content teachers in an English medium instruction (EMI) environment in Kazakhstan to argue that the professional needs and identities of these teachers are considerably different than the specialist English teachers who teach English language skills and grammar. Therefore, STEM teachers require a different language policy response and diagnosis, and should be understood through a different analytical lens. The study draws on qualitative interviews with one EMI expert and 58 STEM content teachers from six cities or regions of Kazakhstan to present an account of the challenges they confront within mainstream schools. Findings suggest that policies force STEM content teachers to take the role of English teachers, although they are not prepared for that role. These teachers emphasize that their main responsibility is to teach course content, not the English language. As a result, they undergo several dilemmas such as professional [dis]investment and identity crisis, linguistic disadvantages, inferiority complexes, and pedagogical and theoretical limitations. Top‐down policies render local teachers and practitioners voiceless and disconnected from policymaking. The authors propose a non‐traditional, participatory, and non‐hierarchical policy framework, where policy actors at different levels collaboratively engage to assess teachers' diverse needs and take contextually informed actions to address the afore‐stated dilemmas and challenges.

Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective

The concept of ‘transpositioning’ is an emerging notion in the field of Applied Linguistics, influenced by positioning theory and liquid modernity. Transpositioning involves individuals breaking away from their predefined roles and adopting different perspectives through translanguaging. However, there is currently a lack of research exploring how multilingual classroom teachers can transcend their positions using translanguaging to achieve their specific communication goals in multilingual classrooms. This study is the first study that investigates how an English-Medium-Instruction teacher undergoes transpositioning by adopting different positionings to construct an imaginary scenario and engaging in co-learning with students. The study employs Multimodal Conversation Analysis to analyse the classroom interaction data, and the findings are triangulated with video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis. The paper argues that transpositioning is a fundamental aspect of the teacher’s classroom translanguaging competence. This competence involves not only the strategic utilization of multilingual and multimodal resources to construct new knowledge and achieve specific pedagogical goals, but also requires the teacher to selectively draw from his repertoire and modify his identity positions in response to the evolving dynamics of classroom interaction.

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study

This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic participation. Drawing on self-reported data, the study found that EMI programs contributed to professional development, facilitated career opportunities, and improved English language proficiency, particularly in technical vocabulary. Participants also reported feeling confident in their field-specific competencies and had better engagement with international communities and developments. Qualitative findings highlighted communication challenges experienced by transnational graduates when engaging with residents of their host communities. The study indicates the long-term outcomes of EMI programs for transnational graduates in today's interconnected and diverse professional landscape.

The Effect of Using Learning Media in Islamic Religious Education (PAI) Learning on Student Learning Achievement in Madrasah Tsanawiyah (MTs) Nahdlatul Wathon (NW) Teros, Indonesia

This research aims to investigate the influence of interest in learning and the level of provision of learning media on the learning achievement of class VII students at Madrasah Tsanawiyah (MTs) Nahdlatul Wathon (NW) Teros. A survey method with an associative explanatory approach was used in this research, using quantitative data to analyze causal variable relationships. The population consisted of 91 class VII students, with the entire population being sampled because the number was less than 100. The research results show that interest in learning and learning media significantly influence student learning achievement. Interest in learning and learning media contributed 70.4% to student learning achievement, while other factors such as teacher ability, student ability, and family conditions contributed 29.6%. The implications of this research emphasize the importance of increasing students' interest in learning and ensuring the availability of adequate learning media in schools. Efforts to improve learning outcomes must also pay attention to other supporting factors such as increasing teacher capabilities and family support.

Study Habit of Higher Secondary Level Students and its Relation with their Academic Achievement

The present study was conducted to analyze study habits of higher secondary level students with respect to gender, residential zone and school type and also to investigate its relation with students' academic achievement. 803 students, who have just passed Madhyamik Examination were randomly selected from fourteen (14) Bengali medium schools under three categorical variables namely gender (boys & girls), residential zone (urban. rural & semi urban) and school type (Government, Government aided &self-financed). Study Habit Inventory (SHI) was prepared and used for the said purpose. In the present study no significant difference was observed among the students in their study habits with respect to gender (t =0 .640, p = .522), residential zone (F=1.469, p = 0.231) and school type (F =0.058, p = 0.944).It was also found that there was no significant interaction effect of gender, residential zone and school type on students' study habit (F=0.389, p>0.05). Significant positive correlation (r = 0.234, p<0.01) was found between study habits of the students and their academic achievement. Also, study habit of the students was found to be a significant predictor of their academic achievement as the overall regression procedure resulted in a R=0.234, R2=0.055, F=46.295, p<0.01. It is quite evident that good study habit is necessary for students' academic achievement as well as lifelong learning process.