English-medium Research Articles

Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms

There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.

English Medium Instruction at Salahaddin University in Kurdistan Region of Iraq

The aim of this research is to learn more about tertiary students' perspectives of English-Medium Instruction (EMI) in Kurdistan Region-Iraq, in relation to language skills, language beliefs, and language administration. The study revealed that students had a favorable attitude towards the idea that EMI could boost their English language skills and career prospects, but encountering difficulties in comprehending technical terms and the teacher's proficiency in the English language. They firmly believed that EMI could expand their career choices and generate more employment opportunities by enhancing their English language skills. The study was replicated in the Kurdistan Region of Iraq (KRI) using diverse student populations. In addition, it suggests providing students with designated assignments and engaging materials to cultivate their self-sufficiency in education.

Academic writing in English: Lessons from an EMI-program in Japan

As international students and English-medium Instruction (EMI) programs increase, Japanese universities need to adapt their programs to fulfill the needs of these students. One often overlooked area is academic writing in English. This paper discusses an action research study examining the challenges of providing formal academic writing support for English-speaking students in an EMI-program at one large private university in Tokyo. The study utilizes a participatory action research approach (Burns, 2009). The study attempted to examine what aspects of academic writing are these students most confident and most insecure about, and what aspects of the writing course did the students feel are most useful for them in preparing them for further academic writing, and how this EMI program can help students overcome these challenges. The data comes from a multiple choice and open answer questionnaire as well as focus group interviews. Suggestions on how to create and implement successful academic writing courses in an EMI context, based on the lessons learned from this course from the administrative point-of-view as well as both from faculty and students’ perspectives will be provided to conclude.

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

AbstractThis study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

Navigating EMI learning through note-taking in higher education

ABSTRACT Note-taking, as a valuable learning strategy, can enhance students’ comprehension and application of knowledge while contributing to their cognitive processing and development. This qualitative case study explores the forms and functions of note-taking as well as its influencing factors in English-medium-instruction (EMI) learning environments in China. The findings from the perspectives and experiences of two university students demonstrate that they deliberately and strategically utilised various resources (e.g. symbols and diagrams) and strategies (e.g. codeswitching and using cognitive reminders) in their note-taking. These practices encompassed cognitive, motivational, and affective aspects in accordance with either product or process orientation. The study sheds light on the potential of note-taking as a mediating means for students to navigate the intricacies of EMI, thus offering practical implications for effective EMI teaching in higher education.

A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university

ABSTRACT The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students’ learning and wellbeing. This study explored international graduate students’ learning and languaging experiences in an EMI graduate classroom with flexible multilingual policies in a Korean university. Data included field notes, students’ work and language samples, and focus group interviews with students. Using thematic analysis of qualitative data, the authors reported that students’ experiences with multilingualism as a resource approach were mostly productive since it created third spaces for the participants to deploy their multilingual resources to construct, promote and demonstrate learning in their class reports. Participants also reported increased compassion for each other through collaborative learning and enhanced understanding of both home and new languages during their studies in the graduate programme that was mediated through multiple languages. This study offered implications for EMI practitioners, higher education institutions, and policymakers regarding language planning, language policy, and language support in EMI contexts.

The Impact of Augmented Reality in English Learning in Elementary Schools

The role of language as the most important means of effective communication is universally recognized. In the context of education, students are expected to recognize the potential for acquiring English with the help of the media. Media is a tool for learning English. The use of media in learning English is minimal. The aim is to find out the results of applying augmented reality as a medium for learning English in elementary schools. The method in this research is mixed methods namely survey, observation, and documentation. The subjects of this study were a teacher and elementary school students in English subject. Data collection techniques, nonverbal in the form of pictures, assisted by recording techniques, with the listening method. Data collection instruments used questionnaires and interview sheets. Multimodal analysis techniques and interview results were collected, reduced, and concluded. The results of the study show that teachers can use learning media based on augmented reality in learning English well. There is an increase in student learning outcomes in English subjects after using augmented reality-based learning media. So, can be concluded that the increased satisfaction levels among educators and students, reflecting a more interesting and satisfying learning environment.

Bangladeshi Students’ Challenges of English Academic Writing in an International University

At present, many Bangladeshi students go abroad to pursue their undergraduate and postgraduate studies. However, most often, it is seen that they have a difficult time in understanding the rules of academic writing in the new institution. This qualitative multiple case study explores challenges related to writing assignments faced by 11 Bangladeshi students from Madrasah, Bengali and English medium schools studying at an international research university International Islamic University, Malaysia. A qualitative thematic analysis of the students’ semi-structured interviews revealed that the students felt that Bangladeshi English curricula should include components of close reading, academic writing, and basic computer skills for writing assignments so that all the students are prepared for writing assignments in academia in future. The study is significant for the education policymakers of an English for Speakers of Other Languages (ESOL) country such as Bangladesh where English is taught as a second language to the students. Keywords: writing challenges, Academic writing, Bangladesh.

CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School

Content Language Integrated Learning (CLIL) and English Medium Instruction (EMI) have been adopted in many institutions ever since the use of English is required for businesses, education, and job opportunities. This results in the establishment and development of international schools countrywide in EFL countries especially in Thailand as an alternative educational route for those wanting to experience an international learning environment and/or simply to enhance English language ability. The aim of this case study is to investigate the context that non-English in-service teachers reflect when teaching in an international school context. Nine participants who are currently teaching in a large international school in Bangkok were recruited for a semi-structured interview on their instructional strategies for non-English subjects. Thematic analysis was used as an approach to thematize the transcript in the pedagogical reflection of CLIL and EMI. Although an international school is expected to fully adopt the EMI practice, the finding shows that most teachers’ teaching practice reflects the CLIL approach. The influence of choosing CLIL as a major approach was due to concerns in readiness relating to essential vocabulary necessary for learning content subjects and students’ native language background. Although a clear boundary of CLIL and EMI could not be clearly defined in current literature, recommendations on future research and teacher’s training are discussed.

Implementation of Gender-Based Interactive E-Module Learning Media

This research aims to determine the validity and practicality of gender-based interactive e-modules, which are innovative media developed to increase students' interest in learning, as well as introducing learning media that is not gender biased so that it can be well received by male and female students, without distinguish between the two in the learning process, specifically in the availability of teaching materials or learning media in schools. This research method uses a development model that was developed using the Research and Development (R&D) method, namely research that creates, produces or develops a product in the form of planning through to evaluating the validity of the product that has been produced. This research uses the ADDIE model, where the ADDIE model consists of 5 stages which include analysis, design, development, implementation and evaluation, but this research only reaches the development stage. The data collection techniques used were observation, interviews and distributing questionnaires. The data analysis technique used is analysis of the validity and practicality of interactive e-modules with a Likert scale measurement scale. The results of the development of this interactive e-module were validated by experts including media experts with results (98.75%), material experts (98.88%), language experts (95%), and gender experts (98.46%) with The average validation result (97.77%) is "very valid" and suitable for use. The results of the interactive e-module practicality trial obtained scores from educators (94.44%), one to one (88.71%) and small group (92.71%) with average results (91.95%) which were categorized as very practical to apply during the learning process.

Attitudes of students towards the use of video-based media in physical education

Introduction
 The importance of teachers’ attitudes regarding the use of technology and media in schools and classrooms gains more recognition in the development of their professional competence. However, students often still hold limited views about digital media in educational settings. This limited perspective is likely due to the significant increase in media usage over the past two decades. It’s assumed that students also desire to use media for learning purposes, which is particularly questionable in the subject of physical education, where physical activity is of central importance. Therefore, understanding students' attitudes toward media use, both inside and outside of school, is crucial, and it's a focal point of media educational efforts. To comprehensively study this, the social-psychological construct of attitude, with its cognitive, affective, and behavioral components, is considered (Zimbardo & Gerrig, 1996). Key questions revolve around characterizing student attitudes toward media use in physical education, identifying relationships between attitude components, and determining external factors that can promote positive attitudes.
 Methods
 Following the Technology Acceptance Model (Park, 2009), a questionnaire was developed to assess attitudes and validated through a survey of eighth-grade students (N = 202). External variables, cognitive attitude, affective attitude, and behavioral attitude dimensions were examined as separate aspects. These dimensions were refined and validated through reliability analysis and factor analyses. Using these validated scales and collected data, a structural equation model was created to illustrate the relationships between external factors and attitudinal dimensions.
 Results
 The proposed model demonstrated satisfactory fit to the data (RMSEA = .06; χ2/df ratio = 1.72; CFI = 0.90). The findings indicate that the use of media in physical education and the related self-efficacy in using media have a positive impact on the cognitive aspect of attitude. However, the cognitive component of attitude does not directly influence the intention to use media in physical education. Instead, positive evaluations of media use mediate the relationship between the cognitive component and the intention to use media. The intention to use media in physical education is primarily increased through positive affective evaluations.
 Conclusion
 A negative attitude toward using media in physical education can be attributed to a lack of access and insufficient self-efficacy in utilizing it. Therefore, interventions at both the student and teacher levels should focus on effectively introducing the benefits of media-supported physical education, with the goal of enhancing self-efficacy and reducing negative attitudes. This model will be further validated at the teacher level in subsequent studies to identify external factors suitable for targeted interventions.
 References
 Park, S. Y. (2009). An analysis of the Technology Acceptance Model in understanding university Students’ behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150-162.
 Zimbardo, P. G., & Gerrig, R. J. (1996). Psychologie. (7th transl. and rev. ed.). Springer.

What motivates Chinese students to study in the UK? A fresh perspective through a ‘small-lens’

Chinese students represent a substantial portion of the UK university student population, with most of them being postgraduates. However, whilst the UK remains a top choice for Chinese students seeking to complete a higher degree programme, competition within the global Higher Education (HE) landscape is intensifying. Consequently, popular HE destinations such as the USA and the UK must now contend with growing academic markets in Australia and New Zealand (Marginson, 2006) as well as some non-English speaking countries which offer appealing university degrees through English-Medium-Instruction (EMI) (Mok, 2007). It is therefore salutary to ensure that Chinese students continue to find the UK appealing. This is vitally important both for the economy and the intellectual diversity and talents these students bring to UK HE institutions. This study thus revisits the core motives which drive Chinese students to UK universities. Significantly, unlike other investigations which have treated the topic of motivation rather marginally and through broad research scopes, this paper uses a ‘small-lens approach’ (Ushioda, 2016), which here is operationalised through the combination of practitioner research and narrative analysis. The study therefore focuses on a small group (N = 16) of Chinese students to unpack the nuances of meaning which characterise their initial motivation to study in Britain.

The impact of adjunct instruction on EFL academic writing at university

Abstract Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour AI course in English on writing complexity, accuracy, fluency (CAF) and on holistic measures in two groups with different exposure to English. The participants were 51 first-year Dentistry students from two strands, English-Medium of Instruction (EMI) (n = 21) and first language (L1 Catalan/Spanish) (n = 30). After 60 hours of AI, the EMI+AI group improved lexical diversity, while the L1+AI group improved accuracy and some holistic measures. Correlations between CAF and holistic measures indicate defining features of second language writing in each strand. The benefits of adjunct instruction for writing development are discussed in the light of the two settings explored.

The reception of Polygamy by Afrikaans readers

On 14 January 1999, the woman theologian Christina Landman published an article in the religious column, Godsdiens Aktueel, of the Afrikaans daily newspaper Beeld under the heading ‘Poligamie, ditsem!’ (Yes, for polygamy!). In the article, Landman pondered whether polygamy – which is allowed in South Africa for indigenous cultures – would not be an advantage for the Afrikaans society where extra-marital affairs were allegedly high. There was an immediate and long-running reaction to this article in the Afrikaans, as well as in the English media, nationally and internationally, in the printed media, as well as on radio and television. This article will isolate themes in the responding letters of Afrikaans readers. The rejection of polygamy by Afrikaans readers rests on arguments that it is unbiblical, dehumanising to women and impractical. On the other hand, those Afrikaans readers who opt for polygamy argue that multiple-partner-relationships can save marriages from ending in divorce because of extra-marital affairs and can lighten the burden on overworked women.Contribution: This article contributes to the debate on polygamy and in particular from the Afrikaans population in South Africa whose culture and religion forbid polygamy. The discussion and findings as thematised in this article contribute to a body of knowledge not been dealt with in academic research.

Informed or outdated consent? An investigation into the media release policies of school districts in the United States

School media release policies determine whether, how, and where children’s personally identifiable information (PII) is shared, but these key policies and the forms that parents are asked to sign at the start of each year have not yet been considered in light of concerns about the privacy of students and educational institutions’ use of social media. In this study, we examined the available media release forms for 120 of the largest school districts in the United States to understand how they communicate and inform their communities of their media release policies. Through the use of qualitative content analysis, we systematically coded 90 available media release forms to evaluate which types, where a child’s personally identifiable information might be shared, and whether potential risks of sharing were depicted in the consent process. 95.5% of the available media release forms we analyzed mentioned which PII schools and school districts can share if parents consent and 87.7% mention the various forms of media through which PII can be shared. However, only 13.3% mentioned specific social media platforms, though prior research has suggested that the use of social media by educational institutions is very widespread. Further, just 4.4% of the forms in our sample mentioned any specific risks that may accompany the sharing of PII, despite the articulation of clearly identified risks being an ethical recommendation for consent processes (e.g., the Belmont Report). In conclusion, there exists a significant gap between media release policies in educational institutions and the comprehensive, informed consent that parents should receive, highlighting a need for improved transparency and communication about the risks and avenues of PII sharing.

The Divide Between Cantonese and English in Hong Kong students’ Identity: The Possibility of a Translanguaging Pedagogy

ABSTRACT In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In the English classroom, translanguaging is considered as detrimental to students’ progress or reserved for the lower ability students. The significance of translanguaging on students’ identity and meaning making is overlooked due to institutional English-only discourse. This article examines the possibility and potential impact of translanguaging in Hong Kong from the perspective of a student teacher who was an international school student and tuition centre instructor.

Development and Challenges of English-Medium Instruction of Higher Education in South Korea

Development and Challenges of English-Medium Instruction of Higher Education in South Korea

Translanguaging Pedagogy in Thailand’s English Medium of Instruction Classrooms: Teachers’ Perspectives and Practices

The present study explores the perspectives and instructional approaches adopted by five university English as a Foreign Language (EFL) teachers in Thailand about using translanguaging pedagogy in monolingual English instruction. Examining the concept of translanguaging pedagogy and framed in an exploratory-descriptive qualitative research design through individual interviews, the findings emphasize the significance of acknowledging students’ first language, emphasizing the favorable opinions of the participants toward the use of translanguaging in English language classrooms. The findings also demonstrate that translanguaging pedagogy serves as a scaffolding mechanism, enabling students to leverage their pre-existing linguistic abilities to enhance their proficiency in the English language. This study makes a valuable contribution to the existing body of research on translanguaging pedagogy, as it does not only place importance on students’ linguistic and cultural backgrounds, fostering a classroom environment that is safe and inclusive, but it also emphasizes the significance of language teachers recognizing and accepting the coexistence of translanguaging pedagogy in classrooms where English monolingual policies are mandated. We discuss the implications and offer research recommendations.

Perceptions on English as a Medium of Instruction in Community School in Nepal

English as a medium of instruction (EMI) is a model of teaching in which non-English subjects are taught through the medium of English. It has become popular more than a decade and it has increased its tendency rapidly within Nepal and in global context. This study aims at exploring the perceptions of policy maker, head teachers, teachers, students and parents on the use of English as the medium of instruction particularly focusing on its effectiveness in the community schools in Nepal. Having seen the broader picture, I have conducted the qualitative interpretative research adopting narrative inquiry design to explore the ground reality of EMI implementation and its effectiveness. For this, I have selected altogether eight participants from policy to practice level who have observed and experienced the EMI. The entire research study is connected to the theory of neo-liberalism. This interpretive data reveals that the EMI has created a lot of tension to both the teachers and the students. The research findings suggest that the EMI is adopted without any planning and analyzing the teachers' readiness. The intervention of EMI at community schools has been a great challenge not only from the perspectives of instructional difficulties but also found much more challenges in terms of language to all the students and teachers.

유튜브 이용 실태를 통한 초등학교 미디어교육의 방향성 연구

This study explored the direction of media education according to social change through the current state of school media education as perceived by elementary school students by examining the actual use of YouTube, the way they use YouTube, their perceptions and attitudes toward YouTube, and the current state of school media education using data from the '2020 Youth Media Usage Survey and Policy Response Study I' conducted by the Korean Youth Policy Institute for students in grades 4-6. The collected data were analyzed using SPSS 27 for frequency analysis and descriptive statistics. As a result of the analysis, elementary school students are searching for and watching desired content on YouTube according to their interests, but they often do not receive education on how to search for information through the Internet at school. In addition, they tend to trust information on YouTube without having the ability to judge whether it is true or not, which leads to the conclusion that it is urgent to improve media education in elementary schools.