Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice

Al-Issa, Ali

doi:10.7575/aiac.ijalel.v.6n.1p.209

Cited by 6 publications

(3 citation statements)

References 30 publications

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“…Second, the English Language Center (ELC) at the university assesses students' English proficiency for their eligibility to take English-taught courses, assuring that English-taught students would have relatively high English proficiency at the time of enrollment. Additionally, the center also provides continuous language support for all students at the university, especially those intending to take English-taught courses (Al-Issa, 2016;Peker et al, 2020). These measures may have helped the English-taught students reach the lower level threshold of English proficiency needed for effective EMI (Ardasheva et al, 2012;Cummins, 1979Cummins, , 2000 and have hence minimized or canceled out potential negative effects of EMI on sutdents' content learning (see also Chang et al, 2017;Han & Yu, 2007;Yang, 2015).…”

Section: Discussionmentioning

confidence: 99%

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

Lin

Lei

2021

Sage Open

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English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through objective measures. The present study addresses this gap by examining whether students taught in English at a university in China perform differently in a business course from their counterparts taught in Chinese and how English-taught students’ English proficiency and academic ability (as measured by grade point average) relate to their EMI academic outcomes. The study employed a quasi-experimental design and adopted inter-translated versions of the same syllabus, textbook, class materials, and exam paper for the English- and Chinese-medium classes. It found no significant differences in students’ academic outcomes (i.e., total score, assignment, participation, and final exam) between the English- and the Chinese-taught classes. It also showed that both English proficiency and academic ability were statistically significant predictors of English-taught students’ academic outcomes with academic ability being a much stronger predictor than English proficiency. These findings add to a growing but still limited body of evidence on the impacts of EMI on content learning and point to several important implications for EMI.

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Section: Discussionmentioning

confidence: 99%

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

Lin

Lei

2021

Sage Open

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“…They encompass aspects such as teaching and learning methods, course content, language skills, fluency, note-taking, presentation skills, and communication activities (Haque, 2014;Bordia et al, 2006). Learners also anticipate encountering instructors who embody both humanity and professionalism, rather than being mere "knowledge deliverers" (Al-Issa, 2017). Thus, instructors should be willing to adapt their teaching styles to align with students' interests (Chu and Huang, 2007).…”

Section: Introductionmentioning

confidence: 99%

First-Year Palestinian English Majors’ Attitudes and Expectations towards EFL Learning: A Mixed-Methods Study

Jabali,

Hamamra,

Saadeh

et al. 2023

Preprint

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The increasing enrollments in the English Departments at Palestinian universities highlight the need to understand the attitudes and expectations of students, as these factors can significantly impact their motivation and proficiency in learning English as a foreign language (EFL). This study aimed to explore the attitudes and expectations of Palestinian first-year English majors in relation to EFL learning. A total of 244 students participated in the study, completing a questionnaire and participating in interviews to provide a comprehensive understanding of their perspectives. The results revealed a high level of enthusiasm among the students towards EFL, as evidenced by their strong attitudes and exceptionally high expectations. Moreover, the study identified specific student characteristics, including gender and the required hours dedicated to English learning, as well as the experience of studying abroad, which served as predictive factors for their attitudes and expectations. The findings emphasize the importance of regularly assessing the attitudes and expectations of learners in English departments to effectively cater to their needs and attract more students. By understanding the motivating factors and aligning instructional strategies accordingly, English departments can create a more engaging and tailored learning environment for students pursuing English as a foreign language.

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“…Yet, for all the focus on English in education, as ELT (English Language Teaching) and EFL (English as a Foreign Language), a plethora of evidence and continued research suggests that English proficiency has not reached an optimum level yet (Al‐Issa, 2017; Al‐Mahrooqi, 2012; Al‐Mahrooqi, Damian, & Al‐Issa, 2015). The reasons suggested are many, including limited time, the curriculum, available resources, and qualified teachers.…”

Section: Introductionmentioning

confidence: 99%

Englishes in the cityscape of Muscat

Tuzlukova

Mehta

2020

World Englishes

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This paper examines the linguistic landscape in Muscat with specific reference to its public spaces as reflected in street signs and commercial signage. Based on the multilingual theories of Landry and Bourhis (1997) and Cenoz and Gorter (2006), it explores the various ways in which English is localized, re‐shaped, and recreated to fit into the multi‐ethnic social fabric of the city. As much research suggests, the more Arabized version of English has become increasingly popular in the cosmopolitan structure of the city, providing space for a language which is at once structurally imaginative and colloquially accessible. This aptly reflects a city that is commercially ambitious, has an international resident population, and is aspiring to be a tourist hub.

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Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice

Cited by 6 publications

References 30 publications

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

First-Year Palestinian English Majors’ Attitudes and Expectations towards EFL Learning: A Mixed-Methods Study

Englishes in the cityscape of Muscat

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