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Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students

100%
Gómez Lacabex E., Roothooft H.
Research in Language
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2023
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vol. 21
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issue 4
333-356
EN
The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results from a questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series or talking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers’ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress.
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An Evaluation of Algerian EMI Teacher Training Experience with DUAL English Language E-learning Platform

100%
Chenini A.
Academicus. International Scientific Journal
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2025
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vol. 16
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issue 32
56-65
EN
This study evaluates Algerian university teachers’ experiences with the DUAL English Language E-learning Platform as a training tool to adopt English as a medium of instruction (EMI). It attempts to explore its effectiveness, challenges, and pedagogical impact. Drawing on qualitative data from interviews with instructors across multiple universities, the research identifies key factors influencing platform adoption and usage as an EMI teacher training tool. Findings highlight both the platform’s potential in enhancing English language teaching and learning and the barriers faced, including technical limitations, insufficient training, and institutional support. The study concludes by offering recommendations for optimizing the integration of EMI in Algerian higher education, contributing to broader discussions on digital transformation in English language EMI teacher training programs.
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Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings

88%
Hong J.
Studies in Second Language Learning and Teaching
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2023
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vol. 13
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issue 2
451-469
EN
To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.
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