English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students

The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.

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

Applied Linguistics Review ◽

10.1515/applirev-2020-0097 ◽

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.

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Across the Four Domains

Study Abroad Contexts for Enhanced Foreign Language Learning - Advances in Linguistics and Communication Studies ◽

10.4018/978-1-5225-3814-1.ch006 ◽

2018 ◽

pp. 120-150

Author(s):

Donna M. Velliaris

Keyword(s):

Language Proficiency ◽

English Language ◽

High School Graduates ◽

Tertiary Education ◽

Academic English ◽

Data Set ◽

High Expectations ◽

National Examinations ◽

Personal Perceptions ◽

The Voice

In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.

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Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology

Teacher Training for English-Medium Instruction in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2318-6.ch010 ◽

2020 ◽

pp. 205-231

Author(s):

María del Carmen Méndez-García ◽

Gloria Luque Agulló

Keyword(s):

Linguistic Competence ◽

Teaching Staff ◽

Teaching Methodology ◽

Medium Of Instruction ◽

Teachers Perceptions ◽

Descriptive Research ◽

Group Interviews ◽

University Lecturers ◽

And Training

There has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers' linguistic competence, learners' and teachers' perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers' teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.

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The positioning of English-medium of instruction

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.18029.tre ◽

2020 ◽

Vol 8 (1) ◽

pp. 5-27

Author(s):

John Trent

Keyword(s):

Higher Education ◽

Large Scale ◽

English Language ◽

Positioning Theory ◽

Future Research ◽

Medium Of Instruction ◽

English Medium Instruction ◽

English Speaking ◽

English Medium Of Instruction ◽

The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

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Challenges and Strategies of University Students in English-medium Instruction (EMI) Classes: A case study

Foro Educacional ◽

10.29344/07180772.36.2544 ◽

2021 ◽

pp. 9-25

Author(s):

Kamran Akhtar Siddiqui ◽

Hassan Syed ◽

Zafarullah Sahito

Keyword(s):

Higher Education ◽

English Language ◽

Linguistic Diversity ◽

National Language ◽

School Level ◽

Medium Of Instruction ◽

Structured Interviews ◽

English Medium Instruction ◽

Continuous Use

English language has grown to be a lingua franca of the present day world. Therefore, even non- English European and Asian countries have adopted English as a medium of instruction. English has continuously been the medium of instruction in the higher education of Pakistan in spite of having a great linguistic diversity and national language Urdu as the medium of instruction at school level. This study aims to explore the perceptions of undergraduates about EMI, challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveals that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can help them overcome these challenges effectively.

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PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

АRS LINGUODIDACTICAE ◽

10.17721/2663-0303.2020.5.02 ◽

2020 ◽

pp. 11-21

Author(s):

OLGA KVASOVA ◽

CAROLYN WESTBROOK ◽

KEVIN WESTBROOK

Keyword(s):

Language Proficiency ◽

English Language ◽

Native English Speakers ◽

English Speakers ◽

British Council ◽

Current Trends ◽

The World ◽

Teachers And Students ◽

English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

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OMANI SCHOOL SUPERVISOR PERSPECTIVES OF CONTEXTUAL FACTORS IMPACTING UPON STUDENTS’ LIMITED ENGLISH PROFICIENCY: AN EXPLORATORY STUDY

International Journal for 21st Century Education ◽

10.21071/ij21ce.v3i1.5647 ◽

2016 ◽

Vol 3 (1) ◽

pp. 59

Author(s):

RAHMA AL-MAHROOQI ◽

CHRISTOPHER DENMAN ◽

FAISAL AL-MAAMARI

Keyword(s):

High School ◽

Public Schools ◽

Language Proficiency ◽

Limited English Proficiency ◽

English Language ◽

Tertiary Education ◽

Language Skills ◽

Contextual Factors ◽

School Students ◽

English Language Skills

Since the beginning of Oman’s “modern era” in 1970, English has assumed a central role in the country’s education system and has acted as a lingua franca across a variety of domains. However, despite this, graduates of Omani public schools are often reported as lacking the English-language linguistic and communicative abilities demanded by higher education institutions and the world of work. Consequently, most high school graduates entering tertiary education are required to enrol in foundation programs to improve their English language skills, while the employability of graduates seeking jobs straight from high school has also been reported as being negatively affected. Within this context, the current research explored the ways in which contextual factors relate to Omani school graduates’ development of English language skills. To achieve this, eight high school English language teaching supervisors responded to an on-line, open-ended question about the contextual factors they believed caused Omani school students to graduate with low English language proficiency. Results indicate that participants believed families, parents, and “Englishness” are the most important contextual factors contributing to this issue. The practical implications of these findings are discussed.

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Commanding the Class in a Foreign Tongue: The Influence of Language Proficiency and Intercultural Competence on Classroom Leadership

Education and Urban Society ◽

10.1177/00131245211048428 ◽

2021 ◽

pp. 001312452110484

Author(s):

Changmi Wang

Keyword(s):

Language Proficiency ◽

Intercultural Competence ◽

English Language ◽

Predicting Factors ◽

Chinese University ◽

Determining Factors ◽

English Medium Instruction ◽

Reported Data ◽

Classroom Leadership ◽

Communicative Abilities

This article examines the influence of English language proficiency and intercultural competence on the English-medium instruction lecturer’s classroom leadership. It analyzes self-reported data obtained by three measuring scales from 188 English-medium instruction lecturers of a Chinese university. The Pearson correlational analysis indicated that there were significant positive relationships between the English-medium instruction lecturer’s classroom leadership and the two predicting factors. The multiple regression analysis suggested that both intercultural competence and English proficiency contribute much to the variance of the English-medium instruction lecturer’s classroom leadership. It was found that the lecturer’s language proficiency and intercultural communicative abilities could be two determining factors for the lecturer to deliver their disciplinary knowledge and command the class in an engaging and competent manner. The findings may provide implications for the strategic intervention of English-medium instruction educators in institutions of higher education.

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PERCEPTIONS OF UNDERGRADUATES OF ENGLISH MEDIUM INSTRUCTION: EXPLORATION OF CHALLENGES AND SOLUTIONS

Ezikov Svyat (Orbis Linguarum) ◽

10.37708/ezs.swu.bg.v19i2.6 ◽

2021 ◽

pp. 47-54

Author(s):

Kamran Akhtar SIDDIQUI ◽

Hassan SYED

Keyword(s):

Higher Education ◽

English Language ◽

Linguistic Diversity ◽

Research Area ◽

Medium Of Instruction ◽

Structured Interviews ◽

Urban Centers ◽

Small Cities ◽

English Medium Instruction ◽

Continuous Use

The English language has grown to be a lingua franca of the present day world. Therefore, even non-English European and Asian countries have adopted English as a medium of instruction. Despite having a great linguistic diversity in the country and varied medium of instructions at different educational levels, English has continuously been the medium of instruction in the higher education of Pakistan. Although the attitudes of undergraduates have been studied in urban centers in the country on a smaller scale, very little attention has been paid to exploring specifically the challenges undergraduates face in universities located in small cities. Therefore, this study aims to explore undergraduates’ perceptions about EMI, particularly the challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveal that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can help them overcome these challenges effectively. The study offers recommendations for further exploration of the research area in the context of Pakistan.

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English medium instruction: Global views and countries in focus

Language Teaching ◽

10.1017/s0261444816000380 ◽

2017 ◽

Vol 52 (02) ◽

pp. 231-248 ◽

Cited By ~ 11

Author(s):

Ernesto Macaro ◽

Anna Kristina Hultgren ◽

Andy Kirkpatrick ◽

David Lasagabaster

Keyword(s):

Foreign Language ◽

English Language ◽

First Language ◽

English For Academic Purposes ◽

English For Specific Purposes ◽

Medium Of Instruction ◽

Teaching Content ◽

The World ◽

English Medium Instruction ◽

Huge Variety

In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we are faced with a huge variety: English as a foreign language (EFL); Immersion, English for academic purposes; English for specific purposes, English for examination purposes, Content and language integrated learning (CLIL); content-based teaching; content-based language teaching, and so on. And then we have EMI. Here at the EMI Oxford Centre we define EMI as:The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions in which the majority of the population's first language is not English.This definition was first used in Dearden (2015).

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