An <scp>EAP</scp> Professional Development Program for Graduate Students in an English‐Medium Instruction Context

Lee, Kent; Lee, Hikyoung

doi:10.1002/tesq.447

Cited by 9 publications

(3 citation statements)

References 18 publications

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“…In a Chinese context, Jiang et al (2016) found that understanding students' motivation and needs are important when implementing EMI courses. In a Korean context, Lee and Lee (2018) noted that course programme evaluation (including students' needs) should be a concern in an EMI context. Such factors are fundamentally important as considerations.…”

Section: Key Dimensions and Items In English Medium Instruction Coursementioning

confidence: 99%

Measuring the effectiveness of English Medium Instruction Shipping courses

Tseng

Pilcher

Richards

2020

MABR

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Purpose Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI in shipping courses in higher education in Taiwan and the perceptions of expert stakeholders through qualitative interviews. Design/methodology/approach Importance-performance analysis (IPA) is used to gather data on participants’ perceptions of what is (un)important and (un)satisfactory. Based on past studies, four dimensions with 20 items were developed and 121 effective questionnaires were collected. Further, qualitative interviews with expert stakeholders (n = 9) are undertaken to gather data to contextualize and complement the quantitative student data. Findings Findings show students attributed high importance but low satisfaction to items such as course learning objectives and students’ English level, and low importance and high satisfaction to items such as electronic teaching platform and relevance of subject to practice. Factor analysis and cluster analysis were used to divide samples into three groups. Qualitative interview results confirm many of the quantitative findings but also show where some quantitative findings require more attention or investment when delivering EMI programmes. Research limitations/implications Questionnaire samples focus on university students. Other related field samples (e.g. EMI teachers, shipping teachers, English teachers, etc.) could be surveyed and compared in future studies. Qualitative interviews could also be expanded to other stakeholders such as government policymakers. Practical implications The findings of IPA in the shipping courses and the qualitative interviews can be used for both teaching design and implementation in related courses by university lecturers and other stakeholders (e.g. policy and decision-makers). Such approaches can enhance students’ learning motivation and teaching performance. Social implications This paper provides important guidance and diagnosis for how to introduce English teaching in shipping courses. Related courses can be further applied in higher education to popularize and promote EMI teaching in shipping and related fields. Originality/value EMI has seldom been studied in the context of shipping courses in the past. This paper adopts IPA method and qualitative interviews to complement previous studies and address gaps in recent research. It is expected that the research findings could be adapted and applied in other fields.

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Section: Key Dimensions and Items In English Medium Instruction Coursementioning

confidence: 99%

Measuring the effectiveness of English Medium Instruction Shipping courses

Tseng

Pilcher

Richards

2020

MABR

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“…While this is an accurate reflection of the received understanding of EMI, the reality on the ground is somewhat more complex than this criterion may tend to indicate. Thus, Macaro () notes that in many EMI settings some form of language support is available to students, such as English for academic purposes courses, and many believe that such support increases the likelihood of success in EMI (Dearden, ; Doiz, Lasagabaster, & Sierra, ; Evans & Green, ; Evans & Morrison, ; Lee & Lee, ). The existence of EAP support does not, of course, automatically convert the EMI classroom into some form of sheltered instruction, but it is worth keeping in mind that for participants the presence of some explicit teaching of English in EMI settings may cause the boundaries to blur.…”

Section: Defining Emimentioning

confidence: 99%

At the Crossroads of TESOL and English Medium Instruction

2018

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“…Along the spectrum, language learning has been impacted by computer-assisted technologies, the academic aspect of which was looked into by previous scholarship, showing that computer-assisted language learning (CALL) managed to benefit the students in learner autonomy, engagement and higher-order critical thinking [1] . In the meantime, EAP modules as a prospering line of language education are designed to cultivate not only a range of knowledge and skills in English, but more general study skills for academic and professional purposes [2] . However, the link between computer-assisted technologies and its role in EAP modules has remained obscure, as a significant volume of literature is concerned with the procedural implementation of computer assisted programs, rather than the academic or professional outcomes from the perspective of the learners.…”

Section: Introductionmentioning

confidence: 99%

Application Research of Computer-Assisted Technologies in EAP Module Learning

2024

aetp

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Recent years have witnessed the rise of various computer-assisted technologies and the growing number of EAP modules in both English-speaking and non-Englishspeaking countries. Meanwhile, studies on computer-assisted language learning (CALL) have been prospering along the way. However, there has been by far few summaries on how these computer-assisted technologies lead to effective learning in EAP modules. The present study shows that while the link between computer-assisted technologies and learning outcomes has been made in previous scholarship in specific instances, it remains underinvestigated how the role of computer-assisted technologies function to develop learning language skills and knowledge as a whole in EAP modules and how they are beneficial to the future professional development of the students. Further studies are necessary to explore how computer-assisted technologies are of benefit to learning in these two particular aspects by continuing exploration on how CALL is applicable in EAP modules that address learner professional needs.

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An EAP Professional Development Program for Graduate Students in an English‐Medium Instruction Context

Cited by 9 publications

References 18 publications

Measuring the effectiveness of English Medium Instruction Shipping courses

Measuring the effectiveness of English Medium Instruction Shipping courses

At the Crossroads of TESOL and English Medium Instruction

Application Research of Computer-Assisted Technologies in EAP Module Learning

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