Medium Of Instruction Research Articles

Students’ performance and English as a medium of instruction: Do students learn less?

The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling 52 students) may exert on Spanish students’ academic performance (measured through final exam grades), and compares it to the performance of peers having been taught in their native Spanish language (five groups totalling 70 students), where all groups have the same instructor. The impact of language on the students’ test scores is also considered. The findings show that the group using English as a medium of instruction (EMI) obtained better results, which suggests that, in this research context, the language of instruction does not seem to compromise students’ learning of academic content. Furthermore, the achievement of content regarding questions of a more conceptual nature is not dependent on language skills, which seems to contradict previous research. These findings may help foster the implementation of EMI courses, thereby encouraging both universities and students to partake therein. Suggestions are provided to enhance lecturer involvement, drawing on the lecturer’s pedagogical approach.

A review of a decade of scaffolding practices for learning in CLIL science classrooms

Abstract This systematic review examines scaffolding practices in science instruction within Content and Language Integrated Learning (CLIL) environments, where English as a foreign language is the medium of instruction (L2). Adopting PRISMA guidelines, 1,052 records were identified, of which 19 were eligible for inclusion. Our analysis shows the essentiality of rediscursification (modifying instructional discourse) and transsemiotization (combining semiotic resources to enhance the message). It also shows variability in the discourse around translanguaging (the fluid use of languages) across contexts, and that preferences for scaffolding practices are shaped by cultural dispositions. The majority of the studies were non-experimental and focused on vocabulary, with only a minority applying heuristics designed for integrating content and language. We raise the question whether some multimodal resources and students’ first languages truly promote science literacy in CLIL. Finally, we provide research-based implications for science CLIL teachers and trainers to support deeper learning in the L2 science classroom.

Attitude and perception of teachers towards inclusion of children with hearing impairment in mainstream schools in Karnataka, India

ABSTRACT In most developed nations, there is a general trend of enrolling hearing-impaired children with special education needs in regular schools. Inclusive education refers to children with special education needs becoming part of a mainstream school like typically developing peers. A good method for evaluating the success of such programs is to assess teachers' attitudes towards inclusion. The inclusive education approach may be challenging to implement across all educational setups due to the lack of academic resources, expertise, and training towards inclusive education. This study explored teachers’ attitudes and perceptions towards the inclusion of children with hearing impairment in regular schools in Karnataka state. A tool named ‘Teachers Attitude Questionnaire' which was developed by Galis and Tanner was used to study the attitudes and perceptions of school teachers. The tool was then revised by considering geographic and cultural differences and was administered to 421 teachers across Karnataka. Analysis revealed a higher score in all the 4 domains of inclusive education which shows that most teachers had a positive attitude towards inclusive education. Results about teachers’ attitudes towards inclusive education based on work experience, type of school, gender, medium of instruction, and level of teaching were statistically significant, p < 0.05. This study concludes that teachers' attitudes varied concerning the level of experience and level of teaching. The results of the current study also stress the need for awareness programs to bring more positive attitudes among teachers, to successfully implement inclusive education.

Exploring The Possibility of Using Khelobedu As A Medium of Instruction: Teachers And Subject Advisors’ Perspectives

The study sought to elicit the perceptions of teachers and subject advisors towards the use of Khelobedu, which is a dialect, as a medium of instruction. This study followed a qualitative approach, through which data were gathered through semi-structured interviews with 8 Foundation Phase teachers and 2 subject advisors in Mopani District. The study revealed that teachers and subject advisors are of the view that Khelobedu would benefit the learners optimally if it can be used as a medium of instruction (MoI). The teachers’ stance on Khelobedu as MoI was also motivated by the fact that they encountered problems when teaching Khelobedu-L1 learners in Sepedi. Thus, its use as MoI is likely to assist Khelobedu learners in overcoming the linguistic barrier, facilitate learning, and enhance their understanding.

Academic Performance Among the Disadvantaged Remote Dweller Learners: A Question of English as a Medium of Instruction

This study explored how English as a medium of instruction can impact students’ academic performance using the qualitative methodology so as to gain insights and explore the depth and richness of data on the phenomenon under study. Through the analysis of interviews, observations, and document reviews, three predominant themes were determined; use of mother tongue during lessons, low self-esteem on the part of students, and detachment from communities of origin. The paper recommends the need for a review of the language policies to solve communication problems that are visible in Botswana’s education system, especially among dwellers of remote rural areas.

Enhancing Global Competitiveness: The Role of English in Construction Vocational Training

The increasing globalization of the construction industry has increased the demand for multilingual professionals capable of succeeding in diverse environments. This research investigates the convenience and effectiveness of teaching English to construction vocational students in Kuwait, namely the Construction Training Institute (CTI), focusing on improving their employability and competitiveness. This study examines the potential benefits of using English as the medium of instruction in CTI, not only in English for special purposes (ESP) classes, but all other technical lectures. This will address the challenges in the vocational institutions and students' challenges in adopting English, including language proficiency barriers and curriculum adjustment. The study highlights the importance of delivering effective instructions while developing students’ technical skills. This study provides practical strategies for improving and enhancing the vocational education system while preparing CTI students for an increasingly interconnected global workforce

Teachers implementing Zimbabwean sign language regulatory frameworks for deaf learners in special schools

Effective implementation of sign language-based instruction is crucial for providing quality education to Deaf learners at special schools. Teachers experienced challenges to effectively implement sign language policies for the Deaf learners in Zimbabwean special schools. However, this study explores how teachers implement sign language regulatory frameworks for Deaf Learners in special schools. Drawing on qualitative data from teachers, headmasters, school inspectors, and psychologists. The findings revealed critical gaps in the in-service training and professional development opportunities available to teachers serving Deaf students. Despite teachers reporting difficulties with sign language fluency and inadequate understanding of Deaf culture and pedagogy, the study found a disconnect between teachers' expressed needs and the perspectives of district-level officials, who often did not perceive additional training as necessary. This study further highlights the heavy reliance on support from external donor organizations and NGOs to provide teachers with limited sign language workshops and resources. This overreliance on precarious external funding sources compromises the sustainability and scalability of professional development initiatives. The study's implications call for a comprehensive, government-led strategy to ensure all teachers in Deaf schools receive robust, long-term training in sign language, Deaf education methodologies, and Deaf cultural competence. Strengthening the capacity of the teaching workforce is essential for upholding the rights of Deaf learners to receive instruction in their primary language and achieving meaningful implementation of sign language policies. This study contributes vital empirical evidence to inform policy reforms and teacher training programmes to support using Zimbabwean Sign Language as a medium of instruction for the Deaf.

A STUDY OF ACHIEVEMENT IN MATHEMATICS IN RELATION TO MEDIUM OF INSTRUCTION AND MATHEMATICS ANXIETY OF 8TH GRADE STUDENTS OF HIMACHAL PRADESH

This study examines the relationship between Achievement in Mathematics, Medium of Instruction and Mathematics Anxiety among 8th-grade students in District, Hamirpur, Himachal Pradesh. The primary objective is to explore how Mathematics Anxiety and Medium of Instruction, especially English and Hindi, impact Achievement in Mathematics. A sample of 162, 8th-grade students from various schools in Himachal Pradesh was selected. Data were collected using standardized mathematics achievement tests and a validated Mathematics Anxiety questionnaire. Contrary to common expectations, the findings reveal that students with higher levels of Mathematics Anxiety achieved higher scores. Furthermore, students taught in English medium outperformed their Hindi medium counterparts. These results suggest that while Mathematics Anxiety is generally perceived as detrimental, it may also drive certain students to achieve better results. Additionally, the Medium of Instruction plays a crucial role in shaping mathematics achievements, with English medium instruction providing a notable advantage in Achievement in Mathematics. The study concludes that educational strategies should consider both the Medium of Instruction and the complex role of Mathematics Anxiety in learning to enhance student Achievement in Mathematics.

Exploring the Multifaceted Landscape of English-Medium Instruction: Students' Perspectives and Challenges at the University of Kutai Kartanegara

This mixed-methods study investigated students' perceptions of using English as a Foreign Language (EFL) as a medium of instruction at the University of Kutai Kartanegara. Data were collected through a questionnaire (n=25) and semi-structured interviews. Quantitative results showed an overall positive perception, with a mean score of 71.38 on the questionnaire. However, qualitative findings revealed nuances in students' experiences. While most enjoyed learning English and appreciated lecturers' engaging teaching styles, some faced difficulties with comprehension due to lecturers' delivery or their students’ proficiency levels. Students had varied engagement in extracurricular English activities. Interactions in English with lecturers facilitated language development, but peer interactions were limited. Most deemed English suitable for language classes but had concerns about its exclusive use in non-language courses given varying proficiencies. Lecturers employed motivational strategies like emphasizing English's importance and suggesting practical activities, but implementation of English-medium instruction was inconsistent. Benefits included improving skills like presentations and vocabulary, but challenges included inadequate proficiency, lack of motivation, workload concerns, and limited materials. The research contributes valuable insights for policymakers, educators, and researchers in English language education and international higher education, emphasizing the importance of creating inclusive learning environments that support both language acquisition and academic content mastery.

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.

English as a Medium of Instruction on the Arabian Peninsula

English as a Medium of Instruction on the Arabian Peninsula

School Leaders’ Well-Being during Times of Crisis: Insights from a Quantitative Study in Kazakhstan

Amidst increasing global pressures on school leaders, particularly during crises when unforeseen situations necessitate prompt and decisive action from them, understanding the multifaceted dimensions of their well-being is essential for ensuring effective leadership and maintaining educational quality. This study examines the well-being of school leaders during crises by analysing survey responses from 1299 school leaders in Kazakhstan. Employing a well-being framework comprising dispositional, relational, and contextual dimensions, various predictors were assessed within each dimension. Gender biases (dispositional), challenges such as managing conflicts with parents (relational), and limited school autonomy and digital infrastructure (contextual) were identified as factors negatively impacting school leaders’ well-being. Notably, gender significantly influences well-being, particularly impacting female school leaders. School location and medium of instruction are not associated with well-being, implying the pervasive impact of remote schooling on school leaders’ well-being. Findings underscore the importance of integrating crisis management courses in professional development, implementing policy initiatives to handle contextual factors like equitable resource distribution and increased school autonomy, promoting self-care practices, and advocating for gender perspectives in institutional policies to bolster support for women school leaders.

Exploring the Life and Academic Experiences of International Students at the University of Jambi, Indonesia: A Case Study

The increasing number of international students in Indonesia's higher education sector urges institutions to improve the quality of their services, facilities, and education. The teaching and learning environment is critical, encompassing the effectiveness of instructional methods, classroom interactions, and the academic support systems provided by the university. Additionally, their socio-experiences, including integration into the campus community and interactions with peers, play a crucial role in their overall well-being and academic success. This study aims to explore the life and academic experiences of international students in undergraduate International Programs at the University of Jambi in Indonesia. This research employed a mixed-method approach, combining a questionnaire adapted from the Strategy Inventory for Language Learning (SILL) and in-depth interviews, with a total of 13 international students from international classrooms participating in the study. The research highlights significant challenges for international students at the University of Jambi, including inadequate classroom and laboratory facilities, poor lighting, and insufficient resources, particularly in Animal Sciences and Agriculture. Language barriers due to Indonesian being the primary medium of instruction further hinder learning. Students express high dissatisfaction with services such as insurance, health facilities, extracurricular activities, and counseling, though library services are well-regarded. Recommendations include adopting English for instruction, providing bilingual training for lecturers, and improving infrastructure and student services to enhance the overall academic experience for international students

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study

This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.

The Effectiveness of English as a Science Medium Instruction in Higher Education

This research presents a comprehensive analysis of English as a Medium of Instruction (EMI) in higher education, drawing insights from seven studies involving 150 students. The investigation delves into various factors such as academic proficiency, TOEFL scores, and gender distribution. Findings reveal a clustering of TOEFL scores around the midpoint of the range, suggesting a normal distribution. However, gender distribution exhibits significant deviations from normalcy. Despite these variations, detailed statistical analyses offer valuable insights into student performance within EMI programs. Moving beyond data analysis, a systematic review explores the impact and effective practices of EMI in higher education. It acknowledges the ongoing debate regarding EMI's influence on language proficiency and academic achievement. While some studies suggest positive outcomes, others highlight challenges and discrepancies, emphasizing the complexity of evaluating EMI's success. The review underscores the importance of examining diverse linguistic and non-linguistic factors and calls for further research to inform instructional strategies. Furthermore, the study identifies effective practices in EMI implementation, emphasizing instructional techniques, curriculum design, language support services, assessment procedures, faculty development, and reflective practice. These approaches aim to create inclusive learning environments conducive to language acquisition, subject matter learning, and student success. Additionally, the review proposes solutions to address challenges and promote inclusivity in EMI contexts, including cultural orientation programs, academic assistance, institutional regulations, social justice initiatives, intercultural competencies, and student-centered teaching approaches. This holistic approach seeks to enhance the long-term success and well-being of students within the EMI framework in higher education.

Pedagogical Strategies in Teaching and Learning through English as Medium of Instruction at Lower Primary Level in Rwanda

This study investigated about pedagogical strategies in teaching and learning through English as medium of instruction at lower primary level in Musanze District, Rwanda, through the phenomenological design. Out of 117 schools, the study sampled six schools, based on their location and status. Out of the population of 3738 subjects, the respondents were 12 teachers and 317 learners. Instruments for data collection included non-participant classroom observations, semi-structured interviews with teachers and focus group discussions with learners. Data analysis took place thematically by grouping information into categories and sub-categories based on the types of information they held. The study concluded that after the re-introduction of English as Medium of Instructions, teachers and learners opted specific strategies to enhance the teaching-learning interaction. While teachers code switched from Kinyarwanda and English and vice versa, poor translation or interpretation led to misconception and misunderstanding of intended meaning. On the other hand, the learners’ strategies included memorization, constant repetition, learning through songs and games, group work discussions and debates. Based on the conclusions, the study recommends that teachers should strive to improve their level of proficiency in English as Medium of Instruction by attending English training sessions organized by the Rwanda Basic Education Board (REB). Learners need to minimize the use of memorization, which does not provide room for critical thinking. Finally, REB has to prepare strategic manuals with recommended teaching and learning strategies for effective interaction during the teaching-learning process.

STRATEGIES IN ORAL ENGLISH INSTRUCTION: A PEDAGOGICAL STUDY OF SOME GHANAIAN SENIOR HIGH SCHOOLS

Research on English language instruction, particularly on oral English, is increasingly growing in Ghana and in many countries where the English language is not only used as an official language but also as a language for the medium of instruction and a subject of study in schools. This can perhaps be attributed to the global demand for and use of the English language despite the many difficulties in its instruction. The current study investigates the instructional strategies teachers of English in selected senior high schools in Ghana employ during oral English instruction. Utilizing a mixed-method approach with a convergent parallel design, the study collected data through questionnaires, interviews, and classroom observations involving 43 English teachers from five senior high schools. The findings reveal a predominant reliance on traditional and direct instructional strategies such as question-and-answer sessions and drills in lieu of more interactive and indirect methods like paired conversations, oral reports, debates, etc. Meanwhile, teachers attribute their instructional choices to large class sizes, teaching environment, instructional resources and the teacher’s pedagogical skills. Based on these findings, The study concludes by advocating for the integration of a diverse range of instructional strategies, especially interactive and experiential strategies, to enhance student engagement and improve oral language competencies both inside and outside the classroom.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0770/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

Determinants of Students’ Mastery of English Language as the Medium of Instruction in Rwandan Universities

This study sought to investigate the determinants of students’ mastery of the English language as the medium of instruction in Rwandan universities. The study adopted a convergent parallel design (mixed approach). This allowed the researcher to get an in-depth insight into the factors that influence students’ success with English as the language of instruction in universities in Rwanda. This research was anchored on Lee Shulman’s Pedagogical Content Knowledge (PCK) theory and Brian Tomlinson’s Language Material Development (LMD) theory. Five chosen universities from various districts of Rwanda, including Karongi, Rubavu, and Nyamasheke, participated in the study. The study involved 8121 participants, but a smaller group of 381, including 354 students and 27 lecturers, was chosen for in-depth analysis. The researcher used a combination of purposive and random sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations could be made using inferential statistics. The study also explored how different factors (variables) might influence each other. A computer program called IBM SPSS Statistics 2022 helped analyze the numerical data (percentage, averages, etc.) and identify potential connections between these factors. It was found that Rwandan university students who benefit from qualified teachers, high-quality learning materials, a supportive social and linguistic environment, their age when learning the language, and a strong foundation in English from pre-university education achieve significantly higher levels of English language mastery. All these factors were shown to have a positive and statistically significant impact (p-value 0.05), suggesting that they play a crucial role in successful language learning at the university level. The study calls for a two-pronged approach to improve English language skills among students. First, it recommends the Ministry of Education implement comprehensive language programs that nurture a language-rich environment. This environment should encourage students to develop all their language skills, such as reading, writing, speaking, and listening. Second, the study emphasizes the role of teachers in creating a similar English-rich environment in their classrooms. By incorporating authentic English-language materials, teachers can further boost students’ English proficiency.

THE USE OF ENGLISH MEDIUM INSTRUCTION IN MULTILINGUAL CLASSROOMS IN JAPANESE LANGUAGE TEACHING

Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.