English as Medium of Instruction Implementation for Communication and Sustainability in 4.0 Era

Sela, Shiyrah Theosebes; Luke, Joice Yulinda

doi:10.30605/25409190.219

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…The results indicated that the ‘bilingual instruction approach’ was much preferred by students, and the researchers concluded that ‘one of the reasons is due to students’ limited proficiency’ as the ‘[l]ow level of English proficiency to some extent inhibits or impedes students’ ability to understand and comprehend teachers’ explanation in English’ (p. 208). Sela and Luke (2020) investigated EMI instruction delivered by 52 lecturers and 52 students at the private BINUS university in Jakarta. The research questions they asked were (i) How essential is English for communication in the 4.0 era?…”

Section: Literature Reviewmentioning

confidence: 99%

EMI (English‐medium instruction) in Indonesian higher education

et al. 2023

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This article reports on the investigation of English‐medium instruction (EMI) in Indonesian higher education. Two separate but related studies were carried out. In Phase One, a mixed method approach using a questionnaire and interviews was used at a private university in Jakarta in order to gauge the responses of undergraduates studying a range of subjects through English. The results of Phase One suggested that the students at this university generally had high levels of proficiency in English and coped rather well with EMI. Phase Two of the study involved interviewing 17 educators across multiple institutions, and the results of this provided a nuanced picture of the implementation of EMI in higher education across this diverse multilingual nation.

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Section: Literature Reviewmentioning

confidence: 99%

EMI (English‐medium instruction) in Indonesian higher education

et al. 2023

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“…Task-based approach embodies humanism and solves the contradiction between meaning and form of language in theory. Task-based approach emphasizes interaction and communication through the use of the target language and introduces the real context into learning ( Sela and Luke, 2020 ). To provide learners with the opportunity to master the learning process, in the process of learning by enhancing the experience of learners to improve the enthusiasm of learning, task-based approach combines classroom language with extracurricular language to improve learners’ language use ability and thinking ability.…”

Section: Content-based Instruction Teaching Concept and College Engli...mentioning

confidence: 99%

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

Zhang¹,

Li²,

Liu³

2022

Front. Psychol.

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With the development of world globalization, English plays an increasingly important role. English is the international language used in foreign communication, so English learning has become more and more important. Therefore, the innovation and research of College English teaching has become a hot spot in the field of education. Relevant research results are also constantly updated, but there are no ideas and methods that can adapt to the actual teaching. To improve students’ English level and cultivate excellent English talents for the development of the country, the CBI teaching concept aims to completely combine language learning with subject learning, so as to get rid of the artificial separation between language teaching and subject teaching in most educational backgrounds. This study constructs and implements the college English teaching model based on CBI teaching concept from an empirical perspective. In the teaching, it focuses on the theme content that students are interested in. Teachers take explaining the theme content as a means, use content teaching to drive language teaching, and realize the purpose of language teaching. The experimental class adopts CBI teaching concept, the blank class adopts ordinary teaching methods, and the control class adopts task-based teaching concept. Through one semester of teaching, the teaching effect of three classes is evaluated. Under the evaluation of teachers, the full score of CBI teaching effectiveness is 66. Under the evaluation of students, the full score of CBI teaching effectiveness is 64, which is the highest. This shows that the effectiveness of teaching under CBI is higher than task-based teaching and general teaching. The results showed that the average score of the pretest control class was the highest, the average score of the middle test experimental class was the highest, an increase of 4.7 points, and the average score of the post-test experimental class was the highest, an increase of 112.2 points, whereas the scores of the control group and the blank group were 108.7 and 104.3 points, respectively. This shows that the learning effect of CBI teaching concept is higher than task-based teaching and general teaching. Therefore, college English teaching based on CBI teaching concept has high effect, can improve students’ English knowledge and ability, and can be promoted in college English teaching.

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“…The EMI is not implemented purely instead it tends to be a bilingual class. Sela, & Luke, (2020) argued that adopting EMI is essential for sustaining communication in the present era although the implementation of EMI is not always run smoothly due to some drawbacks that could not be avoided by the lecturer, learners and educators need to build awareness to its usage as well as make adjustment in conducting it fully in the classroom. One best thing to do is to incorporate the implementation of EMI with the use of technology in the teaching and learning process.…”

Section: Literature Review Emi In Global Linguistic Contextmentioning

confidence: 99%

Teachers’ Perception of English as Medium of Instruction in Nepalese Community Schools

Panthee¹

2020

KMC Res. J.

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English as Medium of Instruction (EMI) has been a burning issue of the pedagogical field among the concerned stakeholders including teachers. The objective of this study was to find out the perception of the community schools' teachers in shifting the medium of instruction to English in the multilingual classroom contexts. It also aimed to explore the opportunities and challenges of shifting the medium of instruction Nepali to English in community schools. It is a qualitative design with a phenomenological study. The participants of the study were two teachers of a community school of Sainamaina Municipality of Rupandehi who are teaching other than English subjects in English medium. A semi-structured interview technique was used to gather information from the participants. The main finding of the study was that the use of EMI in community schools is beneficial. It is also found that teachers of community schools were positive in implementing EMI in conducting their daily teaching and learning activities even though there are certain challenges like linguistic difficulties, inadequate language abilities of teachers, cultural diversity, less effective pedagogy, limited resources, etc.

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English as Medium of Instruction Implementation for Communication and Sustainability in 4.0 Era

Cited by 3 publications

References 21 publications

EMI (English‐medium instruction) in Indonesian higher education

EMI (English‐medium instruction) in Indonesian higher education

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

Teachers’ Perception of English as Medium of Instruction in Nepalese Community Schools

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