A comparative study on the effectiveness of English-medium and Turkish-medium accounting education: Gazi University case

Zaif, Figen; Karapinar, Aydın; Ekşi, Gonca Yangın

doi:10.1080/08832323.2017.1279117

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…On the other hand, some studies using testing have not found any lower achievement when comparing EMI with L1MOI students (e.g. Dafouz & Mar Camacho-Miñano, 2016; Dafouz et al, 2014; Zaif et al, 2017). Nevertheless, let us assume for a moment that there is a slowing down of content learning or a ‘detrimental effect’ of EMI as would seem natural given the additional linguistic hurdles that students have to face.…”

Section: Assessing Emi Outcomesmentioning

confidence: 97%

English Medium Instruction: What do we know so far and what do we still need to find out?

Macaro

2022

Lang. Teach.

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English Medium Instruction (EMI), as a phenomenon occurring in the non-Anglophone world, has been matched by a growth in research output on the topic and is now an important and established field of study. A great deal of research attention has been devoted to attitudes held by the key stakeholders in this form of education: teachers, students, and policy makers. Yet, there are many other important questions that remain unanswered, the most important of which are: What are the outcomes of this form of instruction? What is the social and economic impact of EMI? How can EMI teachers improve their teaching? And how can learners help themselves to improve their learning?

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Section: Assessing Emi Outcomesmentioning

confidence: 97%

English Medium Instruction: What do we know so far and what do we still need to find out?

Macaro

2022

Lang. Teach.

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“…In studies conducted in Turkey, EMI has been repeatedly criticised on the grounds that the delivery of course content in EMI is ineffective (Kırkgöz, 2009) and that content lecturers suffer from a lack of improvisation and spontaneity (Kılıçkaya, 2006;Tange, 2010). Zaif, Karapınar and Eksi (2017) investigated the assessment of the performances of students in EMI and TMI programmes and found no significant differences with regard to their overall grades. Regarding EMI in Turkey, Ekoç (2018), Kırkgöz (2014), and Ozer and Bayram (2019) explored students' perceptions of EMI and found that students could not internalise the subject content, yet their beliefs in the instrumental advantages of EMI, such as benefits when seeking employment, persisted.…”

Section: Emi Practices In Turkeymentioning

confidence: 99%

English medium instruction at tertiary level in turkey: a study of academics needs and perceptions

Özer¹

2020

HIG

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Universities offering English Medium Instruction (EMI) programmes have been gaining in popularity in higher education across the globe. The reasons why students favour EMI programmes and how the medium of language affects employment outcomes have been a matter of debate. However, lecturers' views on the quality of EMI programmes are often ignored, although they are of vital importance as lecturers are key actors in the process itself. This paper both examines the language-related challenges which academics experience when adjusting to the demands of EMI and also provides an overview of teaching practices in EMI undergraduate programmes. To this end, the study seeks to shed light on three research questions: (1) Which teaching practices do EMI lecturers use? (2) What are EMI lecturers' views on the implementation of EMI? and (3) What areas of improvement can be identified to enhance the effectiveness of EMI through in-service training? The study comprises quantitative and non-experimental research; it was based on the findings of a survey of academics working in a state university in southern Turkey. To investigate the faculty members' views, a questionnaire was developed based on a literature review and expert opinions and was distributed to 113 faculty members of different academic ranks. Overall, the results show that the content lecturers seemed to be using a variety of methodological teaching practices in class. However, the use of the native language by lecturers to help students' comprehension needs to be studied carefully. Most of the participants agreed that EMI necessitates tailored training. The faculty members also believed that there has to be a collaboration between the content lecturers and the language teachers in the Preparatory Year Programme (PYP). By examining content lecturers' teaching practices and views on the implementation of EMI, the findings of this study can help university administrators to evaluate and enhance the effectiveness of EMI programmes.

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Plurilingual Language Policies and Teaching Approaches in Higher Education

Cenoz,

Gorter

2024

The Handbook of Plurilingual and Intercultural Language Learning

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A comparative study on the effectiveness of English-medium and Turkish-medium accounting education: Gazi University case

Cited by 8 publications

References 18 publications

English Medium Instruction: What do we know so far and what do we still need to find out?

English Medium Instruction: What do we know so far and what do we still need to find out?

English medium instruction at tertiary level in turkey: a study of academics needs and perceptions

Plurilingual Language Policies and Teaching Approaches in Higher Education

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A comparative study on the effectiveness of English-medium and Turkish-medium accounting education: Gazi University case

Cited by 8 publications

References 18 publications

English Medium Instruction: What do we know so far and what do we still need to find out?

English Medium Instruction: What do we know so far and what do we still need to find out?

English medium instruction at tertiary level in turkey: a study of academics needs and perceptions

Plurilingual Language Policies and Teaching Approaches in Higher Education

Contact Info

Product

Resources

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English medium instruction at tertiary level in turkey: a study of academics needs and perceptions