Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences

Qiu, Xuyan; Fang, Chang

doi:10.1080/13670050.2019.1707769

Cited by 48 publications

(45 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Stakeholders engaging with the education sector generally reflect supportive attitudes towards EMI instruction, as it could bring potential benefits not only to students but also to educational institutions [8][9][10][11]. For example, students' linguistic and professional skills, which are necessary for their future employment, can be improved through massive exposure to L2 [9]. For university administrators, EMI programmes provide an immediate path to gaining rapid status in global rankings so that they can attract more foreign elites as faculty members and international students [12].…”

Section: Introductionmentioning

confidence: 99%

Student challenges and learning strategies at Hong Kong EMI universities

Pun

Jin

2021

PLoS ONE

View full text Add to dashboard Cite

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

show abstract

Section: Introductionmentioning

confidence: 99%

Student challenges and learning strategies at Hong Kong EMI universities

Pun

Jin

2021

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…When considering the effectiveness of EMI courses, previous studies have reported that being a native or non-native English teacher is not a defining issue. Rather, recent studies showed that the effectiveness of EMI courses depends on the EMI faculty's linguistic competence, teaching methods, and intercultural competence (Inbar-Lourie & Donitsa-Schmidt, 2020; Qiu & Fang, 2019;Yuan et al, 2020). For example, Qiu and Fang (2019) explored ELLs' perceptions of two types of EMI instructors: i) native English-speaking instructors and ii) non-native English-speaking instructors.…”

Section: Ells' Opinions On the Effectiveness Of Emi Coursesmentioning

confidence: 99%

“…Rather, recent studies showed that the effectiveness of EMI courses depends on the EMI faculty's linguistic competence, teaching methods, and intercultural competence (Inbar-Lourie & Donitsa-Schmidt, 2020; Qiu & Fang, 2019;Yuan et al, 2020). For example, Qiu and Fang (2019) explored ELLs' perceptions of two types of EMI instructors: i) native English-speaking instructors and ii) non-native English-speaking instructors. ELLs perceived that native English-speaking instructors employed interactive teaching methods with various activities and multimodality but did not recognize intercultural competence regarding ELLs.…”

Section: Ells' Opinions On the Effectiveness Of Emi Coursesmentioning

confidence: 99%

See 1 more Smart Citation

International Graduate Students’ Experiences of English as a Medium of Instruction (EMI) Courses in a Korean University

Lee

Davis

2021

IJLTER

View full text Add to dashboard Cite

Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes’ (ELLs) perceptions of EMI courses regarding i) ELLs’ opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.

show abstract

“…Over the last few decades of intensified globalization, English has been adopted as an international language [ 1 ] and attracted increased attention from educators and learners [ 2 ]. In China, English proficiency is considered an essential skill for students from elementary school to university.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation

Tang

Long

Tong

et al. 2020

Behavioral Sciences

View full text Add to dashboard Cite

In this study, we described and compared an English as a foreign language (EFL) teacher’s pedagogical behaviors in traditional and problem-based learning (PBL) classroom settings in a Chinese university. In spring 2019, we collected six 45-min videos, three in each condition, covering three modules: (a) warm-up and vocabulary, (b) essay structure, and (c) writing. The analyses of the teacher’s pedagogical behaviors and her interaction with students indicated that the instructor spent most of the instructional time delivering higher-order thinking content in both traditional and PBL classes. The teacher’s activity structure influenced students’ communication mode. Although the instructor provided students with more group discussion activities in the PBL classroom, lecturing was observed to be the primary delivery method in both classes. These results suggest that the application of PBL strategies in the EFL classroom did not significantly restructure the teacher’s pedagogical behaviors, and thus, failed to achieve the goal of providing students with more opportunities for improving their expressive English language proficiency. These findings underscore the need to develop an effective PBL-related curriculum and professional development opportunities for EFL teachers to effectively implement the PBL approach in the classroom.

show abstract

Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences

Cited by 48 publications

References 39 publications

Student challenges and learning strategies at Hong Kong EMI universities

Student challenges and learning strategies at Hong Kong EMI universities

International Graduate Students’ Experiences of English as a Medium of Instruction (EMI) Courses in a Korean University

A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation

Contact Info

Product

Resources

About