The Vietnamese Agenda of Adopting English as a Medium of Instruction

Nha, Vu Thi Thanh

doi:10.25073/2525-2445/vnufs.4155

Cited by 7 publications

(6 citation statements)

References 32 publications

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“…The unitary theory of language use, on the other hand, maintains that speakers possess only a single grammar, or language system. The features that speakers choose to speak are governed by the speaker's sociolingual competence about the unique communica ve context rather than the grammar of a specific language [16][17][18][19]. This indicates that the bilingual or mul lingual person employs a single internal system that accesses all learned language, not that there are two or more dis nct language systems.…”

Section: Dis Nc Ons Between Translanguaging and The Tradi Onal Use Of...mentioning

confidence: 99%

“…This may become a big problem in English classes where communica on is the goal because the excessive use of L1 hinders students from acquiring the target language due to the reduced exposure me. Overusing translanguaging also makes students feel that they can switch to speaking L1 whenever they find expressing their ideas in L2 difficult [17]. Students may lose mo va on to improve their English skills, resul ng in low proficiency levels.…”

Section: Using Translanguaging In Higher Education In the Vietnamese ...mentioning

confidence: 99%

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Translanguaging in English teaching in higher education

Pham Thi Khai Hoan,

Vu Thi Phuong Anh

2023

HIUJS

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Recently, whether to use translanguaging in teaching English has received great attention from language researchers and language teachers all over the world. This critical review aims to systematically synthesize literature on the use of translanguaging in teaching English in higher education. Research results show that translanguaging has added a new dimension to the long-standing debate on the use of mother tongue (L1) in foreign language teaching/learning because it basically emphasizes viewing language as a unitary system in contrast to the traditional perception that each language belongs to a separate system. The revolution in the perceptions of the importance of using L1 in foreign language teaching/ learning is justified because translanguaging promotes a more effective teaching and learning process. However, students' native language must be used strategically in the classroom with the aim of facilitating and supporting the teaching process and enabling learners to develop comprehension, communication skills and acquisition of the target language.

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Section: Dis Nc Ons Between Translanguaging and The Tradi Onal Use Of...mentioning

confidence: 99%

Section: Using Translanguaging In Higher Education In the Vietnamese ...mentioning

confidence: 99%

Translanguaging in English teaching in higher education

Pham Thi Khai Hoan,

Vu Thi Phuong Anh

2023

HIUJS

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“…According to Nha (2017), one of the reasons that EMI courses are not effective enough is lacking suitable teaching methods [3]. Although some Asian countries have stipulated conducting CLT in English class as an educational policy, CLT is still not that successful in Asian English classrooms because of a series of contextual elements [4].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some research has shown that EMI environment could motivate students and enhance both their academic competency and English proficiency if English is properly utilized [2]. Nha (2017) stressed that appropriate teaching methodology is essential for implementing EMI courses successfully [3]. However, although development of English education has been seen in Asia, there has not been a breakout in English teaching approach in Asian context [4].…”

Section: Introductionmentioning

confidence: 99%

Chinese EMI University Students’ Attitudes Towards the Implementation of Communicative Language Teaching (CLT) in English Language Classes

2023

EHSS

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With the rapid global growth of English usage, numerous institutions have been established in non-English speaking jurisdictions such as China to provide English medium instruction (EMI). Communicative Language Teaching (CLT), a language teaching methodology that emphasizes communicative functions, has increasingly been applied in English as foreign language (EFL) areas. Therefore, this research aims to investigate Chinese EMI university students' attitudes towards the effect of CLT implementation on English skills development, teachers' roles in CLT English classes, and factors influencing their study of English under the methodology of CLT. Through semi-structured interviews with five junior English major students at a Chinese EMI university located in southern China, this study reveals a generally positive attitude towards CLT. The participants believe that the implementation of CLT could enhance their English proficiency, particularly in listening and speaking skills. It is widely acknowledged that teachers play a crucial role as facilitators in CLT-based English classes. Additionally, this study reveals that both internal factors, such as increasing students’ sense of participation in class, and external factors, including a communicative learning environment, cooperative learning activities, peer pressure, the social media publicizing ideas of English language learning and so on, all have positive effect on participants’ English study.

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“…Interview findings showed several challenges as previous studies have documented: 1) a lack of lecturers' language abilities, 2) a lack of students' language abilities, 3) a lack of effective teaching methods, and 4) a lack of resources. In this regard, it must be suggested that the implementation of teaching methodologies and EMI are not holistic but could be context specific (Nha, 2017). Therefore, the context and culture of the students need to be considered when evaluating EMI and the teaching methodologies used within a particular context.…”

Section: Emi Research In Asiamentioning

confidence: 99%

University ELLs’ Perceptions, Evaluations, and Satisfaction with EMI Courses in Korea: Focusing on Communicative Language Teaching (CLT) and the Grammar-Translation Method (GTM)

Lee¹,

Davis²

2020

The Journal of AsiaTEFL

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With the help of globalization and internalization, English has been established as the language of academia and the lingua franca of the world (Seidlhofer, 2004). Due to this trend, many countries, where English is not spoken as an official language, have implemented different English teaching methods that aim to promote ELLs' language proficiency and communicative competence (Huang, 2015). One of the recent trends is the implementation of English-medium instruction (EMI). In the context of East Asia, the adoption of EMI in higher education has been spearheaded due to worldwide university rankings, which is important for a university's globalization index, which includes percentages for English-medium classes and the proportion and numbers of international faculty and students (Cho, 2012). Since the early 2000s, the Korean Ministry of Education (MOE) has strongly advocated for the use of EMI courses and lectures from elementary to higher education in Korea (Ha, 2011; Kym & Kym, 2014). To comply with the MOE's recommendations, many Korean universities have implemented various policies to make EMI courses mandatory for certain majors or disciplines (Cho, 2012; Ha, 2011; Kim, Kweon, & Kim, 2017). Such EMI courses aim to train students to become fluent English speakers and professionals in diverse workplaces and various fields that use English as a common means of communication. EMI courses are also offered to prepare students for short-term study abroad experiences in English-speaking countries, such as the USA or UK (Cho, 2012; Ha, 2011; Kim, Kweon, & Kim, 2017). Previous studies have reported the pros and cons of implementing EMI in ELT (Dearden, 2014; Tsou & Kao, 2017); however, previous studies have failed to directly compare teaching methodologies such as communicative language teaching (CLT) and the grammar-translation method (GTM) when preparing students for overseas experiences using the English language. Thus, it is important for researchers to begin to compare such diverse methodologies and assess how students view such methodologies while preparing for use of the English language in context. Such studies will contribute to the existing literature and provide pedagogical implications for diverse teacher educators in ELT. This report examines university ELLs' perceptions of English improvement, evaluation of the course curriculum, and their

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The Vietnamese Agenda of Adopting English as a Medium of Instruction

Cited by 7 publications

References 32 publications

Translanguaging in English teaching in higher education

Translanguaging in English teaching in higher education

Chinese EMI University Students’ Attitudes Towards the Implementation of Communicative Language Teaching (CLT) in English Language Classes

University ELLs’ Perceptions, Evaluations, and Satisfaction with EMI Courses in Korea: Focusing on Communicative Language Teaching (CLT) and the Grammar-Translation Method (GTM)

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