scholarly journals Towards a Sustainable Classroom Ecology: Translanguaging in English as a Medium of Instruction (EMI) in a Finance Course at an International School in Shanghai

2021 ◽  
Vol 13 (19) ◽  
pp. 10719
Author(s):  
Xiaozhou (Emily) Zhou ◽  
Chenke Li ◽  
Xuesong (Andy) Gao
Keyword(s):  
Mixed Method ◽  
Sustainable Use ◽  
International School ◽  
Medium Of Instruction ◽  
Content Learning ◽  
Linguistic Resources ◽  
Classroom Activities ◽  
Classroom Ecology ◽  
Semistructured Interviews ◽  
Academic Content

Pedagogical translanguaging has emerged as an important strategy facilitating the sustainable use of English as a Medium of Instruction (EMI) in educational settings. This mixed-method study, conducted in an EMI finance classroom at an international school in Shanghai, China, investigates the translanguaging practices of students in classroom interactions as well as their attitudes toward translanguaging as a communicative and pedagogical strategy. Drawing on video-assisted classroom observations and semistructured interviews, this study reveals that the participants’ translanguaging practices are motivated by ease of communication, facilitated by contextual resources, and reflect their strategic maneuvering of the linguistic resources in their repertoires. The data also suggest that the participants are generally positive about translanguaging as an aid in comprehension and for the enhancement of content learning. Some participants, however, expressed reservations about the acceptance of translanguaging as a standard, formal linguistic choice. The findings suggest that EMI teachers should recognize the linguistic resources of students in their entirety and incorporate them into classroom activities to promote biliteracy and the learning of academic content.

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

Mindfulness Training for Coaches: A Mixed-Method Exploratory Study

2015 ◽  
Vol 9 (2) ◽  
pp. 116-137 ◽  
Author(s):  
Kathryn Longshore ◽  
Michael Sachs
Keyword(s):  
Mixed Method ◽  
Exploratory Study ◽  
High Stress ◽  
Well Being ◽  
Emotional Stability ◽  
Mindfulness Training ◽  
Division I ◽  
Semistructured Interviews ◽  
Mixed Method Design ◽  
Time Point

Mindfulness-based research in sport has focused on athletes, while coaches remain unexplored. Research consistently shows that coaches experience high stress, which can lead to burnout, reduced performance, and emotional mismanagement. The present study developed and explored Mindfulness Training for Coaches (MTC), which is aimed at increasing mindfulness and emotional stability while reducing anxiety. Participants were 20 Division I coaches. The mixed-method design included trait and state measures of anxiety, mindfulness, and emotion, along with qualitative semistructured interviews. Trained coaches reported significantly less anxiety and greater emotional stability from pre- to posttraining. The state measures showed trained coaches were lower in anxiety and adverse emotions at each time point. Interviews showed six distinct positive impacts on coaches: anxiety and stress; emotions; mindfulness; coaching; athletes; and personal life. MTC is a promising intervention for coaches to reduce stress, improve well-being, and enhance coach-athlete interactions.

Investigating Motivation in Context

2004 ◽  
Vol 9 (4) ◽  
pp. 245-256 ◽  
Author(s):  
Richard A. Walker ◽  
Kimberley Pressick-Kilborn ◽  
Lynette S. Arnold ◽  
Erica J. Sainsbury
Keyword(s):  
Qualitative Methods ◽  
Science Classroom ◽  
Empirical Studies ◽  
Classroom Activities ◽  
Sociocultural Perspectives ◽  
The Social ◽  
Semistructured Interviews ◽  
Student Reflections ◽  
The Impact ◽  
Theoretical Issues

Motivation is increasingly recognized as contextually situated, and this recognition has led to considerable research into motivation in authentic learning environments such as classrooms. Developing sociocultural perspectives on motivation, however, requires consideration of theoretical issues beyond those of context. This article discusses two separate empirical studies that are grounded in sociocultural principles in that they reconceptualize the constructs of interest and student regulatory activities as fundamentally social in nature and origin. Using multiple methodologies that allow focus at the levels of both classroom and individual, these studies employ the notion of transformative internalization and subsequent externalization to explain the social origins of individual motivational processes. The study of interest followed a small group of students within a primary science classroom, and employed a range of qualitative methods including observation of lessons, the videotaping of lesson segments, interviews with students, and written student reflections. The study of student regulatory activities investigated the impact of a teaching intervention in primary social studies classrooms, and used a combination of quantitative (questionnaire-based) and qualitative methods (semistructured interviews, observations of classroom activities, and student reflections). Both studies contribute to the development of sociocultural perspectives on motivation through empirical research guided by such theoretical notions as intersubjectivity, canalization, and coregulation.

scholarly journals ESL Learners’ Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers’ Remarking Practices

2020 ◽  
Vol 13 (11) ◽  
pp. 59
Author(s):  
Misbah A. Khan ◽  
Misbah R. Khan ◽  
Iftikhar A. Chughtai
Keyword(s):  
Mixed Method ◽  
Speech Acts ◽  
Mixed Method Research ◽  
Politeness Theory ◽  
Esl Teachers ◽  
Classroom Activities ◽  
Evaluative Feedback ◽  
Low Performance ◽  
Esl Learners

The study attempts to highlight a major cause of learners’ detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers’ feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than ‘face-saving acts’ during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on ‘Face Wants, Politeness theory, and Speech Acts’ are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.

scholarly journals An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

2020 ◽  
Vol 2 (3) ◽  
pp. 29-42
Author(s):  
Ngoc Tien Tran ◽  
Thi Bao Trinh Tran ◽  
Thi Thanh Mai Bien
Keyword(s):  
Higher Education ◽  
Multiple Regression ◽  
Teaching Methods ◽  
Mixed Method ◽  
Significant Contribution ◽  
Higher Education Institutions ◽  
Writing Skills ◽  
Mixed Method Study ◽  
Reference Source ◽  
Medium Of Instruction

The implementation of English as a medium of instruction (EMI) has been found to bring numerous benefits to its learners. There has been a rising trend in introducing EMI at higher education institutions worldwide. However, challenges are ubiquitous and there is still prevalent hesitation in integrating content and language in many institutions. This study aimed to explore factors hindering students’ level of lesson comprehension in EMI classes through a mixed-method study carried out on 233 participants at Hoa Sen University, Vietnam. The findings showed that variables hampering students from lesson understanding were mainly associated with instructors’ teaching methods and students’ and instructors’ language competences. Results from standard multiple regression indicated that vocabulary range, writing skills and teaching methods were found to have significant contribution to the prediction of the level of lesson comprehension of the students. The findings of the study could be a considerable reference source for universities aiming at implementing EMI programmes.

scholarly journals Teachers’ Attitudes Towards English as Medium of Instruction

2019 ◽  
Vol 2 ◽  
pp. 43-54
Author(s):  
Krishna Kumar Khatri
Keyword(s):  
Public Schools ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Secondary Level ◽  
Medium Of Instruction ◽  
The Public ◽  
Teachers Attitudes ◽  
Modern Technologies

 English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.

scholarly journals Impact of Smartphone Based Activities on EFL Students’ Engagement

2017 ◽  
Vol 10 (6) ◽  
pp. 103
Author(s):  
Pir Suhail Ahmed Sarhandi ◽  
Ayman Bajnaid ◽  
Tariq Elyas
Keyword(s):  
Mixed Method ◽  
Task Engagement ◽  
Control Groups ◽  
Classroom Activities ◽  
Significant Difference ◽  
The World ◽  
Quasi Experimental ◽  
Efl Students ◽  
And Control ◽  
The Given

Teachers all over the world strive to keep their students engaged, and research has shown that task engagement can be elevated by utilising technology to complete classroom activities. Reasons suggested for this is that technology’s alignment with students’ interests, as well as the stimulatingly transformative effect that technology can have on activities. Due to current students’ preferences, authors now encourage incorporating mobile phones into the classroom, claiming that it will improve task engagement. However, this has not been empirically proven. Therefore, this mixed method quasi experimental study examined whether two groups completing identical activities, where one group using their smartphones, would have any difference in their engagement with the given activities. The results indicated that a statistically significant difference in the initiation times and distraction between experimental and control settings. Although no significant emotional difference was observed between the groups, the students themselves indicated a significant difference in their emotional attitude towards smartphone activities as compared to paper-based ones. The smartphone group managed to engage with activities, thereby overcoming many factors which affected the control groups’ engagement levels.

Chapter 5 Physical Activity Opportunities During the School Day: Classroom Teachers’ Perceptions of Using Activity Breaks in the Classroom

2014 ◽  
Vol 33 (4) ◽  
pp. 511-527 ◽  
Author(s):  
Jaimie McMullen ◽  
Pamela Kulinna ◽  
Donetta Cothran
Keyword(s):  
Physical Activity ◽  
Classroom Teachers ◽  
Data Types ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Semistructured Interviews ◽  
School Day ◽  
High School Classroom ◽  
Practical Implications ◽  
Academic Content

The purpose of this study was to explore classroom teachers’ perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers’ reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers.

scholarly journals Making Use of ‘Rumah Belajar Portal’ to Improve Students’ Ability to Read Descriptive Texts at Grade VII of SMPN 31 Bengkulu Tengah

2019 ◽  
Vol 3 (2) ◽  
pp. 127-142
Author(s):  
Putri Yanentha Istamia
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Online Media ◽  
Ministry Of Education ◽  
Content Learning ◽  
Qualitative And Quantitative ◽  
Classroom Activities ◽  
Field Note ◽  
Teachers And Students ◽  
The Subject

Rumah Belajar Portal (RBP) is an alternative online media that was built by the Ministry of Education and culture (KEMDIKBUD) to provide content learning materials for teachers and students, RBP contains some feature but the researcher focused on Sumber Belajar and Kelas Maya feature.This researcher aimed to find out if the use of Rumah Belajar Portal could improve students’ reading comprehension abilities on descriptive text, to describe the students’ participations in the classroom activities, and to describe the students’ responses. The design was classroom action research, which was conducted in two cycles. The subject comprised the students at grade VII of SMPN 31 Bengkulu Tengah and consisted of 11 students. Qualitative and quantitative data were used. The instruments were reading comprehension test, observation checklist (field note) and interview. The result showed that RBP could improve the students’ abilities in reading descriptive text. The students who passed the minimum criterion of mastery (KKM passing grade ?70) improved from 18% in preliminary data to 45% at the end of cycle 1 and to 82% at the end of cycle 2. As for participation, the students were active and enthusiastic in asking and answering the question about the lesson in teaching and learning process. The students’ responses were positive. This shows that RBP was effective to be used in reading descriptive text.

scholarly journals Multilingual and Multimodal Repertoires as part of Identity Management on Facebook: A Case of International Students

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Osman Solmaz
Keyword(s):  
Social Media ◽  
International Students ◽  
Identity Management ◽  
International Graduate Students ◽  
Multilingual Students ◽  
Linguistic Resources ◽  
International Graduate ◽  
Current Thinking ◽  
Semistructured Interviews ◽  
Media Data

The present study examines the multilingual and multimodal repertoires of international graduate students on Facebook, displaying how semiotic and linguistic resources are employed to index multiple aspects of their identity in social media. Drawing on data from semistructured interviews and social media data of participants, this paper reveals that multilingual students frequently engage in linguistic and multimodal practices by mobilizing a great diversity of semiotic resources in their networks. The findings highlight that international students effectively use their repertoires to deal with a multitude of audiences and build identification performances signaling local and global affiliations. In this respect, the study contributes to the current thinking and investigation of identity management in social media through a mixed-methods approach including social network analysis.

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