Results found: 2

Search results

Search:
in the keywords: English medium instruction

Sort By:

Limit search:

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

100%

Dearden J., Macaro E.

Studies in Second Language Learning and Teaching

2016

vol. 6

issue 3

455-486

We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.

Investigating academic achievement of English medium instruction courses in Turkey

88%

Altay M., Curle S., Yuksel D., Soruç A.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 1

117-141

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.

Refine search results

2 Studies in Second Language Learning and Teaching

1 Altay M.

1 Curle S.

1 Dearden J.

1 Macaro E.

1 Soruç A.

1 Yuksel D.

1 2022

1 2016

Search results

Higher education teachers’ attitudes towards English medium instruction: A three-country comparison

Investigating academic achievement of English medium instruction courses in Turkey