Medium Of Instruction Research Articles

A bibliometric review of research on English as a medium of instruction (EMI), 1974–2022

ABSTRACT This bibliometric review employs science mapping to trace the development of the EMI-related literature and obtained 1378 relevant Scopus-indexed documents published between 1974 and 2022. The study uses co-author analysis, coupling analysis and co-occurrence analysis to reveal the co-authorship network, the most prolific authors, and the most commonly researched EMI topics. The result reveals a rapidly growing publication trajectory since the 2000s when global internationalisation became prominent. However, the overall outgrowth reaches a modest comfort. While this literature is worldwide in scope, publications in four countries – the United Kingdom, Hong Kong, Spain, and the United States – provided the most significant publications. Authors with the most publications and citations also come from these countries.

College Students’ Perceptions of English-medium Instruction: A Survey in a Local Chinese University

With the internationalization and globalization of recent decades, English has increasingly become a medium of instruction at universities worldwide. This survey was conducted in a local Chinese university, and focused on college students’ needs and satisfaction regarding content, instructors, and assessment. A mixed method was employed, combining quantitative data from a questionnaire and qualitative data from interviews. The quantitative data were analyzed in SPSS 26.0, and qualitative data were analyzed in NVivo 12 plus. The findings reveal that students generally have a positive attitude towards the needs, content, instructor, and assessment satisfaction in EMI programs, which increased steadily. There is no significant difference in students’ perceptions by gender and self-proficiency, and perceptions of needs, instructor, content, and assessment satisfaction are closely correlated with the overall satisfaction. The study suggests that course design tailored students’ practical needs and advanced teaching techniques are crucial for enhancing EMI courses. Feedback was limited in students’ participation and class size. Gender differences tend to diminish in EMI university settings and English proficiency should be assessed effectively. Needs and satisfaction with content, instructor, and assessment are vital in the overall satisfaction. These insights contribute valuable recommendations for the effective implementation of EMI programs and propose avenues for further research.

Listening strategy instruction for EMI learners to understand teacher input in science classrooms

Abstract Listening strategies have mostly been investigated in contexts where learners listen to audio recordings. However, a much more prevalent and indispensable listening task in the classroom is listening to teacher input, particularly in the English Medium Instruction (EMI) classroom where the goal of learning is directed towards comprehension of content subject knowledge (e.g., science, geography). Research has also shown that teacher talk dominates EMI classroom interaction, making it even more important to understand how learners comprehend teacher input. However, little research has been conducted in this area, and even less attention has been devoted to exploring how learners can learn to listen in this classroom context through strategy instruction. This paper reports on a study that implemented a listening strategy instruction programme for a class of secondary school EMI students. The study started with a needs analysis, followed by strategy instruction sessions, and lesson observations and stimulated recall interviews. This paper presents data from two EMI students as focal participants and explores how they improved their strategic behaviour when comprehending teacher input in the EMI classroom. Both students widened their strategic repertoires, but the high achiever benefited more from the strategy instruction programme than the weaker student. This paper ends with pedagogical implications, highlighting the importance of listening strategy instruction for EMI learners.

Learners'-Teachers'-Parents' Approaches towards EFL Learning: A Case Study at Elementary Levels’ Bangla-Medium Schools in Khulna Metropolitan City, Bangladesh

This study explores the multidimensional attitudes towards learners, teachers, and parents at Bangla-medium schools in the Khulna Metropolitan City of Bangladesh. The initial and first institutional learning starts from elementary schools, indicating pre-primary, nursery, and class one to class five. So, it is crucial to build the foundation of EFL learning platforms where the learners' four language skills can be developed. Considering its standing and global importance, English is a vital language in the workplace, education, and facilitating international communication and cross-border trade and business. The critical goals of the study are to comprehend the viewpoints and approaches of primary school pupils in Bangla-medium schools, the instructional methodologies used by teachers, and the role that parents play in helping their kids acquire the language. Questionnaires, focus group discussions, and classroom observations have been used to collect data and examine the expectations, motives, and difficulties each stakeholder encounters. The results emphasize how crucial interactive teaching strategies are, how important a supportive family environment is, and how learners' particular attitudes toward developing their language skills. The study also recommends how to improve the overall efficacy of English language Learning by organizing teachers' training programs, using English as the medium of instruction, appointing more skilled English Language teachers, making an ideal class size, using digital pedagogical materials tools to develop suprasegmental features; to align curriculum with students' interests; to ensure student-oriented teaching; and to make parental awareness at the primary level in Khulna Metropolitan City.

Correction: English medium instruction in Ethiopian university mission statements and language policies

Correction: English medium instruction in Ethiopian university mission statements and language policies

Medical Students’ Perceptions of ChatGPT Integration in English Medium Instruction: A Study from Saudi Arabia

ChatGPT has significantly impacted various educational sectors, including English-medium instruction (EMI). This study explores perceptions of Saudi medical students at the University of Bisha on integrating ChatGPT into their EMI coursework, focusing particularly on its influence on their comprehension and application of medical terminology in English. Employing a descriptive research design, this research collected data from 54 students using both quantitative and qualitative methods. Data collection was facilitated through a questionnaire administered via Google Forms, with responses analyzed statistically using SPSS and qualitatively through thematic analysis. Results indicate a positive student reception towards ChatGPT, particularly its role in enhancing their understanding of medical English. These findings suggest substantial pedagogical benefits, proposing that meticulous integration of ChatGPT could significantly improve EMI in medical education. The study highlights ChatGPT’s capability to aid students in grasping complex medical terms and concepts, stressing the importance of strategic deployment to maximize educational outcomes. Furthermore, this research underscores the necessity for ethical guidance to enable students to critically evaluate the accuracy of information, thus mitigating dependence on potentially erroneous AI outputs. This study establishes a foundational framework for the future integration of ChatGPT in EMI, contributing innovatively to the field.

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Faculty Members’ Perspective on the Internationalization of Higher Education in Taiwan

AbstractFaculty members are a key stakeholder group in the internationalization of higher education. However, there is scant research on faculty in higher education internationalization, especially in the non-English-speaking world. Taking Taiwan as a case study, this study examines faculty’s perspective on and role in internationalization. Based on the data collected through in-depth interviews with faculty members and participant observation at four universities, the study shows that while faculty unanimously agreed on internationalizing higher education, they held divergent imaginaries on internationalization and different perspectives on internationalization strategies. Furthermore, university internationalization affected faculty’s work lives through performancism in faculty evaluations, the emphasis on international publications for research output, and using English as a medium of instruction (EMI). In response, faculty either took an active role in internationalization by embracing the changes, or a passive role by avoiding, questioning, or resisting internationalization initiatives. Faculty’s imaginaries of internationalization and seniority ranking were crucial in shaping their responses to and roles taken in the internationalization of higher education. This study discusses the impact of higher education internationalization on faculty’s academic profession and illuminates the challenges that universities and faculty face in non-English-speaking countries that aspire to compete in the global market of higher education.

Linguistic Accommodation in English-Medium Instruction: Investigating Adjustments by Non-Native English Speakers

This study explores how non-native English-speaking students and teachers accommodate each other linguistically in EMI classrooms. The research explores the features of these strategies, including language simplification, visual aids, code-switching, and non-verbal cues, in terms of their frequency and types to identify how they impact communication/learning.Structured questionnaires were used to collect data from 200 students and 50 teachers. The study found that both students and teachers used simplification in language and visual aids to show what was being discussed.These are also well-documented, underscoring their importance in multilingual classrooms.The Pearson correlation analysis in Table 2 suggests significant positive correlations between the use of simplification and non-verbal cues language proficiency scores, which reveals that more proficient learners can employ these strategies better.This article highlights the importance of linguistic accommodation in EMI. It offers suggestions for targeted intervention programs as well as professional development to improve successful educational outcomes through English medium instruction.

Language Policy under NEP: 2020 – A Critical Analysis

Education is the backbone of a country. Education also plays vital role to upload national unity. Thus education policy always plays a congruent role in the spread of education in a country. Education policy acts as a basic requirement of a country. Any education policy sets on the analysis of the past. It deals with the need of the present days and also focuses on the possibilities of the future. Like the other countries, India also felt the need of a well- planned education policy to ensure all-round development of our society at large. The new education policy of India enlightens preservation as well as development of all Indian languages but the problem lays in the fact that India being a multilingual and multicultural country will select which particular language as a medium of instruction in the education system. NEP 2020 for the first time harps on introducing mother tongue as a medium of instruction at the primary level. All the relevant aspects of language issues are carefully integrated from paragraphs 4.11 to 4.22 very carefully under the heading ‘Multilingualism’ in NEP 2020. The inclusion of many vernacular languages in educational curriculum will definitely protect endangered languages in India. It will also help the students to be connected with the culture of the nation. Indirectly, this will help our students to increase qualitative creative skills. NEP 2020 has proposed to implement ‘Three-Language-Formula’ to promote multilingualism from the school level. The objective of NEP 2020 is to make the students proficient in different languages and also know the mother tongue to be respectful and knowledgeable about the ancient literature. The objective of this study is to identify the necessity of new education policy (NEP 2020) and its impact on education system of our country for holistic development of the students from primary to higher education. Key Words: Education system, Multilingualism, Multicultural, Holistic Development, Three-Language Formula.

University autonomy is a predictor of English medium instruction in European higher education

AbstractDespite extensive research into English as a Medium of Instruction (EMI) in higher education, few if any studies have explored the role of higher education autonomy in driving EMI. This paper tests the novel hypothesis that university autonomy—spearheaded across European higher education through neoliberally predicated ‘steering at a distance’ reforms—predicts EMI. The data are multilevel with higher education institutions (HEIs) nested inside education systems. The University Autonomy Scorecards (Pruvot & Estermann, 2017) operationalise university autonomy at the education-system level (n = 26) and measure four dimensions of autonomy: academic, financial, staffing, and organisational. We include ‘overall autonomy’ as the average. The European Tertiary Education Register provides HEI-level data (n = 1815), which we combine with a count of English-taught degree programmes (ETPs) to measure EMI, provided by Study Portals, the largest online portal of degree programmes. We conduct multilevel regression to analyse the relationships between autonomy and EMI. The results showed that overall autonomy predicts EMI in public universities (p = 0.002). Increasing overall autonomy by one point above the mean increases the likelihood of offering EMI by 9.5%. Academic, staffing, and organisational autonomy predict EMI in public universities, whereas financial autonomy does not. The first to quantify a relationship between university autonomy and EMI, this study offers new insights into how EMI comes about. By revealing a previously obscured interconnectedness between language shift and higher education governance, the study demonstrates the value added of an interdisciplinary approach and proposes a new line of inquiry for future research.

Teacher Questioning for Engaging EMI: A Quest for the Holy Grail?

AbstractQuestions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning is key to promoting both language and content learning. Drawing on classroom observations and in-depth interviews, this study investigated the questioning practices of two teachers from EMI schools in Hong Kong. Quantitative and qualitative analyses of the data revealed that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourses). The findings of this study support the notion of teacher questioning as pedagogy and demonstrate how productive teacher questioning can mediate learner engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.

Potentiality of Mother Tongue Instruction and Multilingual Education Approach to Teaching English at Primary Level

The objectives of this study were to explore the participants’ lived experiences on medium of instruction while teaching English in the classrooms and to explore the participants’ lived experiences on Mother Tongue Based Multilingual Education approach to teaching English at primary level. Phenomenological research design was employed to complete this study. A set of questionnaires, interviews and discussion were the major research tools and three primary level English teachers were the sample population of this study. Phenomenological interviews and a set of questionnaires were used to collect the data. The collected data were transcribed, translated, coded and interpreted and analyzed thematically. The result of this study shows that a suitable medium of instruction is the most important factor and MTB-MLE approach is an effective approach to teach English language for the children of ethnic group people at pre-primary level. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.

Investigating the Implementation of English as the Medium of Instruction Policy at the Lower Primary Level: A Case of Nyabihu District in Rwanda

This study investigated the implementation and effectiveness of the English as the Medium of Instruction (EMI) policy in Rwanda's lower primary education system, specifically from primary one to primary three. The introduction provides a context for Rwanda's language-in-education policy, which mandates English as the primary instructional language. The study aimed to assess whether this policy is followed in practice and to identify challenges and pedagogical practices associated with its implementation. The theoretical framework was based on Krashen's comprehensible input hypothesis, emphasizing the importance of using the target language in classroom interactions to aid language acquisition. The research design adopted was a qualitative case study focusing on Nyabihu District, involving a study population of lower primary school teachers and students. Purposive sampling was the method employed in order to use a small population to gain a thorough understanding of the case. Teachers with at least two years of experience in the classroom were used in the study. The researcher needed teachers who were familiar with the language policy of instruction in Rwandan schools and had firsthand experience with the phenomenon, so this was necessary. The study involved 75 participants in total, including 25 teachers and 50 students or pupils. Data were collected through classroom observations, interviews, and analysis of policy documents. Data analysis revealed a significant gap between the theoretical policy and actual classroom practices. Despite the policy, teachers frequently used both Kinyarwanda (L1) and English (L2) in their instruction due to students' limited English proficiency. The study identified several challenges, including lack of policy enforcement, the monolingual nature of classrooms, and teachers' preference for using the Rwandan language. Common pedagogical practices included safe talk, code-switching, simultaneous use of both languages, and translation. Key findings indicated that the EMI policy is not strictly adhered to in practice, and several factors hinder its effective implementation. The study recommends stricter policy enforcement, improvements in English language instruction, increased use of L1 as the medium of instruction, and the creation of an English-friendly learning environment to enhance English usage at the lower primary level. The study's findings provide valuable insights for educators and policymakers, highlighting the need for practical solutions to address the challenges of implementing EMI in Rwanda's lower primary education system.

<b>Medium of Instruction: The Context of Primary, Secondary and Higher Secondary Level in Bangladesh</b>

Medium of instruction (MoI) has turned into a matter of dispute in post-colonial societies for various conditions, such as favoring foreign languages over local or native tongues, enacting monolingual laws in multilingual communities, and creating inconsistencies between education policies and practices. This study aims to give a critical overview of MoI policies and practices from primary to higher secondary levels and their social, economic, and cultural effects in Bangladesh. The study employed a systematic literature review approach as part of secondary research. The study finds Bangla as a medium of instruction (BMI) by de jure and English as a medium of instruction (EMI) by de facto, which results in a remarkable inconsistency between MoI policies and its existing practices in the education sector. The further notable finding suggests that the mismatch between MoI policies and its practices leads to a disparate education structure and, eventually, a stratified society marked by inequalities, social hierarchies, marginalization, and so on. More importantly, the inequalities characterized by MoI practices are twofold: on the one hand, EMI is a source of division and inequalities for the Bangla-medium students, and on the other, BMI acts similarly when it comes to ethnic minority students.

Language-in-Education Planning for Foreign Languages in Morocco: Analyzing the Historical and Structural Impacts of History, Social Class, Ideology, and Power Dynamics

The present paper analyzes language-in-education planning for foreign languages within the Moroccan educational system. These policies have been adopted and/or implemented as part of three successive educational reforms that the state has undergone in the last 25 years (e.g., the National Charter 1999, the Emergency Program 2008, and the Strategic Vision 2015). Despite the state’s advocacy for varying foreign language instruction, these policies have been marked by a consolidation of French instruction as a primary foreign language and a shift to using it as a medium of instruction for science and technology subjects in middle and secondary education as part of language alternation pedagogy. The study adopts Tollefson’s (1991) Historical-Structural Approach as a conceptual framework to analyze how the constructs of history, class structures, ideology, and power dynamics have influenced language-in-education planning to perpetuate the social, economic, and political privileges of a francophone-oriented elite. The latter have employed their economic and political power to influence the indecisive aspect of the language-in-education policies—both covertly and overtly—to increase socioeconomic inequalities and injustices, including linguistic disparities between the elite and lower social classes. This dominant position of French within the educational system has also been motivated by external influences, manifested in the heavy political and economic relationship with France, the former colonizer.

The impact of language variation on educational outcomes in African rural settings

The present research discusses how language variation may influence educational outcomes within African rural settings concerning indigenous languages, colonial languages, and dialectal diversity. From the critical literature review, it has been determined that mother-tongue education advances academic performance as well as social cohesion and engagement since students find learning more accessible and relevant to their culture. Conversely, the range of dialects, along with other issues such as a lack of resources and proper teacher training, complicates the implementation of mother-tongue education. On the other hand, the use as medium of instruction of a few colonial languages causes inequalities to worsen, alienating rural learners and causing underachievement. This study has strengthened calls for more flexible and localized language policies, with further research on the longer-term impacts of indigenous language education in rural classrooms and the role of dialects. The resolution of at least these linguistic problems would allow the countries of Africa to come closer to equitable and more inclusive education systems. Keywords: Language Variation, Educational Outcomes, Rural Africa, Indigenous Languages, Colonial Languages, Dialectal Diversity.

Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective

Abstract Teaching science in English is increasingly common worldwide. This study explores the role of language in science meaning-making during classroom interactions by drawing on video-recorded classroom observations of four biology lessons in secondary English medium instruction (EMI) settings in Hong Kong. Informed by systemic functional linguistics (SFL), we integrate classroom interaction analysis with Lemke’s approach to thematic analysis. The results reveal similar interactional patterns across full- and partial-EMI science classrooms, characterised by a lack of interactivity and authoritative teacher behaviour in selecting student responses to engage with. During extended initiation–response–feedback exchanges, teachers’ feedback on students’ responses appears to underscore the importance of teachers’ modified input – specifically input emphasising semantic relations within the field of biology – in developing students’ content knowledge and language skills. The implications of the findings for applying SFL pedagogies in EMI science classrooms to improve teacher–student interaction are discussed.

Digital Media and EdTech-Based Instruction for Students and Teachers with Disabilities in Jordan

There is a need for evaluations to help us understand the associations found in research on special education and new media. The researcher in this study explores the role of digital media in public education, with a specific emphasis on the role of digital media in the education of students with special needs and other types of disabilities. We used qualitative studies for our investigation. Under this pedagogical framework, it will provide helpful materials for digital media teachers and students who may not be fully aware of the benefits and significance of special education in the context of digital media instruction and education. Because there aren't enough studies on the subject, the sample size for this article is 12. The special edition on digital media and educational technology-based education for children with impairments. Initially, the selected pieces were dispersed in 2020 and 2022. Information required for the review's assessment was assembled by classifying the collected data according to the review's rubric. The review is the most useful tool for this assessment since it provides the best method for arranging both large amounts of data and personal judgments. In addition to describing how instructors and library media workers may work together to address the needs of children with disabilities, this article gives an overview of both physical and digital access to the library's resources. Research conducted by specialists has shown a positive correlation between all of these biomarkers.

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.