English language ideologies and students’ perception of international English-Medium-Instruction (EMI) Master's programmes: A Chinese case study

English Today ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 22-28 ◽  
Author(s):  
Yang Song
Keyword(s):  
Higher Education ◽  
International Students ◽  
English Language ◽  
Higher Education Institutions ◽  
Chinese Higher Education ◽  
Ministry Of Education ◽  
Postgraduate Students ◽  
Republic Of China ◽  
English Medium Instruction ◽  
International English

To be engaged in the economic, political and technological processes of globalization, higher education institutions around the world have included internationalization as part of their long-term mission, and China is no exception. The number of international students on campus is a well-recognized index of the universities’ internationalized status. According to the Ministry of Education (MOE) of the People's Republic of China, in 2016 there were 442,773 international students studying in China, 209,966 of whom were enrolled in degree programmes in Chinese higher education institutions, and 63,867 (47.42%) studied as postgraduate students (MOE, 2017).

scholarly journals Benefits and Problems: Centralized Administration on College English Course in Chinese Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 154
Author(s):  
Zeng Zhen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Chinese Higher Education ◽  
Ministry Of Education ◽  
College English ◽  
Republic Of China ◽  
Goal Assessment

It’s arguable that more involvement of government with centralized policies causes less efficiency on education progresses. The article reviewed documents dedicated to or related to College English (CE), which have been released by Ministry of Education of People’s Republic of China (MOE)and other institutions / organizations after 1949. Exploring CE’s goal, assessment and national impacts, it's substantially analyzed the benefits and disadvantages of centralized governance conducted on CE, and proposed an integral strategy potentially developed: conducting centralized administration while highlighting and enhancing diversity and individuality on CE for reaching the goal of CE in China higher education.

IMPROVING IELTS LISTENING SKILLS FOR ATC STUDENTS OF BANKING ACADEMY

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Nguyen Thi Thuy ◽  
Nguyen Thi Minh Hang
Keyword(s):  
Higher Education ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Testing ◽  
Testing System ◽  
Listening Skills ◽  
English Major ◽  
International English

The International English Language Testing System (IELTS) has long been known as one of the well-trusted measuresto assess the language profficiency of a learner. As such, it iswidely used in many higher education institutions as an outcomestandard for their students and Banking Academy (BA) is notan exception. In order to sucessfully graduate, ATC students(English-major students) of Banking Academy have to obtain anoverall bandscore of at least 6.0.IELTS Listening is considered by many learners as the mostchallenging skills as lots of efforts and time are required if learnerswish to make much progress in Listening.This paper looks at some typical listening difficulties faced bylearners and offer some suggestions to help learners achieve theirtargets.

scholarly journals Hybrid Internationalization in Korea: A Promising Development?

2018 ◽  
pp. 13-15
Author(s):  
Hee Kyung Lee ◽  
Byung Shik Rhee
Keyword(s):  
Higher Education ◽  
International Students ◽  
Hybrid Model ◽  
English Language ◽  
Higher Education Institutions ◽  
Primary Language ◽  
Korean Higher Education ◽  
Main Challenge ◽  
Internationalization Strategies ◽  
Promising Development

This article presents and analyzes a newly developed model of inbound internationalization of higher education in Korea—a demand-based, locally oriented, hybrid model of internationalization. This model combines existing features of internationalization—the typical study-abroad model in which international students are taught in the host country’s primary language and the decade-long Korean internationalization model, in which international students are educated in separate academic programs—with recently developed, demand-based educational programs. While conventional, English-language-driven internationalization strategies such as increasing the number of English as a medium of instruction (EMI) courses still exist, this hybrid model is becoming popular among Korean higher education institutions. Yet, although this model may seem better than conventional strategies, it still does not solve a main challenge of internationalization, academic capitalism—and it even reproduces it. This article is meant to help higher education institutions in developing countries whose primary language is not English to develop new internationalization strategies.  

Socio-cultural Adjustment Experiences of International Students in Chinese Higher Education Institutions

2018 ◽  
Vol 9 (2) ◽  
pp. 183-202 ◽  
Author(s):  
Samson Maekele Tsegay ◽  
Mulugeta Zemuy Zegergish ◽  
Muhammad Azeem Ashraf
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
International Students ◽  
Research Methods ◽  
Higher Education Institutions ◽  
Chinese Language ◽  
Chinese Students ◽  
Cultural Adjustment ◽  
Chinese Higher Education ◽  
Cultural Challenges

Using qualitative research methods, this study explores international students’ socio-cultural adjustment experiences in Chinese Higher Education Institutions (HEIs). The study indicates that many international students in China are facing linguistic and cultural challenges. They have limited interaction with Chinese students and the local people, which results in shallow socio-cultural understanding of China and its people. Although they are inadequate, Chinese HEIs are tackling these challenges by providing various supporting mechanisms such as offering introductory Chinese language course/s, organizing orientation programmes and partnering international and Chinese students. The study helps (Chinese) HEIs to enhance their services to international students and boost students’ experiences.

Challenges to English-medium instruction (EMI) for international students in China: A learners' perspective

English Today ◽  
2016 ◽  
Vol 32 (4) ◽  
pp. 63-67 ◽  
Author(s):  
Ji-Jun He ◽  
Shiao-Yun Chiang
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Rapid Development ◽  
The United States ◽  
Turn Of The Century ◽  
Chinese Higher Education ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
Education In China

According to the Institute of International Education, China has become a major receiving country of international students, like the United States, United Kingdom, Australia, and Canada. The rapid development of international education in China evidences a major progress in the infrastructure of Chinese higher education. While internationalization creates unprecedented opportunities for the knowledge economy in China, it simultaneously poses unparalleled challenges for Chinese higher education (An & Chiang, 2015) and one of these challenges is the medium of instruction (MOI). While English has been widely taught in China since 1978 (McArthur, 2005), it was not until the turn of the century that English was endorsed as the medium of instruction for the so-called Chinese-English bilingual education.

scholarly journals The Role and Impact of English as a Language and a Medium of Instruction in Saudi Higher Education Institutions: Students-Instructors Perspective

2014 ◽  
Vol 2 (2) ◽  
pp. 140 ◽  
Author(s):  
Ebad, Ryhan
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Higher Education Institutions ◽  
Medium Of Instruction ◽  
Listening Skills ◽  
English Medium Instruction ◽  
English Medium Of Instruction ◽  
Preparatory Year

<p>English as a medium of Instruction in higher education institutions across the Kingdom of Saudi Arabia is a debatable subject. The Ministry of Higher Education mandates English as the Medium Instruction (EMI) in all the higher education institutions across the kingdom. Since Arabic is the mother tongue of the natives and the only spoken language in the entire region, it is the only medium of instruction in all the schools up to the secondary level. English is formally introduced as the language of instruction in undergraduate level. This sudden shift in language produces a barrier which creates chaos and repulsive issues with the medium of instruction. All the universities have their separate English Language Centre (ELC) as well as Preparatory Year Program (PYP) where they intensively train and prepare students for the English language. Emphasis is laid upon improving students reading, writing, speaking, and listening skills. However, many studies conducted to examine the issue of medium of instruction have revealed an existence of a huge gap between teaching and learning, knowledge acquisition, and overall understanding of the subjects using English medium of instruction. Arabization is also a major contributing factor in making the situation difficult. Students and instructors encounter high levels of challenges and obstacles during the course of classroom instruction. This paper identifies the gap between English medium instruction (EMI) and Arab medium instruction (AMI) and investigates the root cause of the issues taking into account the reports of other case studies. The paper concludes with recommendations to address these issues.</p>

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

English medium of instruction in Chinese higher education: a systematic mapping review of empirical research

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Reka R. Jablonkai ◽  
Jie Hou
Keyword(s):  
Higher Education ◽  
Student Perception ◽  
Empirical Studies ◽  
Chinese Higher Education ◽  
Undergraduate Teaching ◽  
Ministry Of Education ◽  
Global Trends ◽  
Quality Of Higher Education ◽  
Depth Analysis

Abstract In 2001, the Ministry of Education of the People’s Republic of China issued guidelines to promote the quality of higher education and to advocate the expansion of the use of English (Ministry of Education (MoE). 2001. Guanyu jiaqiang gaodeng xuexiao benke jiaoxue gongzuo tigao jiaoxue zhiliang de ruogan yijian [Guidelines for Improving the Quality of Undergraduate Teaching at Higher Education Institutions]. Available at: http://old.moe.gov.cn/publicfifiles/business/htmlfifiles/moe/moe_309/200412/4682.html). This paper reviews empirical studies in English and Chinese on EMI in Chinese higher education published from 2001 to 2019, during the last two decades since these guidelines were released. The review contributes to the field of EMI by documenting, analysing and synthesising empirical evidence and by situating EMI studies in China in the global trends of EMI research. The review aims to give an overview of studies targeted at both global and local audiences, therefore, publications in both English and Chinese were included. To select the Chinese articles the core journals indexed by CNKI were searched, and for the English articles, we used ERIC, IBSS, SCOPUS and WOS databases. After excluding theoretically oriented studies, literature reviews and commentaries, 42 articles remained. The in-depth analysis revealed that the main topics of these studies included the student perception, implementation and educational practices, and the role of language. We conclude that in general there are insufficient empirical studies, especially about EMI teachers’ perspectives to inform policies and practices at the micro, meso and macro level. Based on the findings, directions for further research are identified and recommendations for methodological approaches for future studies are also made.

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