Students’ Inclination towards English Language as Medium of Instruction in the Teaching of Science and Mathematics

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

“…Contradictory results concerning gender differences in views on CLIL are found in the literature. As in our study, Ismail et al (2011) found no significant gender differences between science and mathematics female and male students in Malaysia in inclination towards EMI. In contrast, Hengsadeekul et al (2014) reported that females expressed a significantly higher preference for Englishmedium graduate studies than males in Thailand.…”

“…Whether or not students with CLIL experience also had a higher level of proficiency was not controlled by the present investigation, and future studies will need to determine if familiarity with the CLIL approach in pre-university education is a predictor of students' views of CLIL or EMI at tertiary education. To the best of the authors' knowledge, the only study that aimed to find the association between students' perceptions-more precisely, inclination towards choosing EMI-and previous experience in learning through English is that of Ismail et al (2011). They did not find a statistically significant difference in inclination toward choosing EMI and the language for learning at primary and secondary levels.…”

“…The study conducted by Ismail et al (2011) in the Malaysian context aimed to investigate students' inclination toward English as the medium of instruction in the teaching of science and mathematics in higher education. Using a closed survey, the paper investigated the perceptions of 291 undergraduate students and found that participants' inclination towards English as the medium of instruction is positive, with individual differences according to the origin of participants.…”

English in higher education in the Kyrgyz Republic, Tajikistan, and Uzbekistan

“…Attitudes towards EMI and its practical use in higher education have been widely investigated in various contexts. Several studies in EMI higher education institutions (HEIs) around the world have investigated students’ beliefs about content learning (Dearden, 2014; West et al., 2015), language learning (Belhiah & Elhami, 2014; Cho, 2012; Kang & Park, 2005), students’ motivation for choosing EMI (Earls, 2016; Yeh, 2014), support (Bolton & Kuteeva, 2012; Ghorbani & Alavi, 2014; Ismail et al., 2011), disapproval of its implementation (Cho, 2012; Hellekjær, 2017), and lecturers’ perceptions of EMI (Airey, 2011; Başıbek et al., 2014; Doiz et al., 2014). The number of research studies on EMI from Central Asia has also been growing; however, the region remains under‐researched and is generally limited to reports on the general state of EMI at the country‐level (Liddicoat, 2019) or specific universities with EMI (Linn et al., 2020; Seitzhanova et al., 2015; Zenkova & Khamitova, 2018).…”

Teaching mathematics in ‘different tongues’

“…However, the aforementioned claims are not without opposition. The investigation of Ismail et al (2011), found that students are inclined to learn Mathematics in English. The study explained that the reason for this preference is the students' pre -university experience -Math was taught to them in English (Hartono et al, 2021;Slipchuk et al, 2021).…”