What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation

Rose, Heath; Curle, Samantha; Aizawa, Ikuya; Thompson, Gene

doi:10.1080/03075079.2019.1590690

Cited by 213 publications

(135 citation statements)

References 36 publications

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“…General language proficiency has been viewed as one of the key factors determining a teacher's successful implementation of English-medium instruction (Klaassen, 2008;Tange, 2010;Tatzl, 2011;Jensen et al, 2013;Werther et al, 2014;O'Dowd, 2018;Rose et al, 2019). Scholars tend to believe that a minimum level of English proficiency should be required for EMI teachers' successful teaching (Ball and Lindsay, 2013;Soren, 2013).…”

Section: Emi Teachers' Classroom Language Proficiencymentioning

confidence: 99%

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

Wang

2021

Front. Psychol.

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This article examines the relationship between English medium instruction (EMI) teachers' classroom English proficiency and their teaching self-efficacy. The literature review highlights the difference between general language proficiency and classroom language proficiency by focusing on the EMI teachers' language of instruction and their language of interaction. Self-reported data were obtained using two measuring scales from 188 EMI teachers from a Chinese public university. The Pearson correlational analysis indicated that there was a strong positive relationship between the EMI teachers' classroom English proficiency and their teaching self-efficacy. Among the four constructs of the Classroom English Proficiency Scale, both language of instruction and language of interaction have a higher correlation with teaching self-efficacy than grammar or pronunciation. The linear regression analysis suggests that language of instruction has a significant contribution to the variance of teaching self-efficacy. The findings reveal the need to prioritize the strategic training of language of instruction skills to EMI teachers who are not so proficient in English. Arguably, this helps to foster the achievement and maintenance of higher teacher self-efficacy.

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Section: Emi Teachers' Classroom Language Proficiencymentioning

confidence: 99%

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

Wang

2021

Front. Psychol.

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“…Undoubtedly, the former has always drawn much of the researchers' attention. Having said that, however, numerous studies have also reported the implementation of the latter around the world so far (Chou, 2018;Malmström, Pecorari & Gustafsson, 2016;Pecorari, Shaw, Irvine & Malmström, 2011;Phuong & Nguyen, 2019;Pun & Macaro, 2019;Rose, Curle, Aizawa & Thompson;Simbolon, 2017;Wu, 2006).…”

Section: Background Of Emi In Turkeymentioning

confidence: 99%

Eğitim dilinin İngilizce olmasının mühendislik mezunlarının iş hayatlarına yansımalarının tespiti

Altay

Erçin

2020

Sakarya University Journal of Education

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English Medium Instruction (EMI) is increasingly recognized as an intriguing phenomenon for researchers in not only Higher Education (HE) but also professional context. Although engineering is one of the most appealing field in this regard, little has been done to investigate the influence of EMI over graduates' career. Two types of EMI, partial and full, applied in Turkey were compared in this current study to determine the market type addressed by the organizations for which engineering graduates work (n=76). A second purpose with this comparison was to make inferences from their reflections over the role of English for learning in their being employed. Findings showed that being a full or partial EMI graduate do not indicate a significant difference in the type of market addressed as well as in being employed. The last aim of the study was to identify the types of proficiency tests in English the graduates of different engineering subjects were required to take, if any. It was seen that there is a significant difference in the testing procedure depending on the subjects.

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“…Students' inadequate language skills are also found to be among those of the great barriers in EMI classes. In fact, using English proficiency test and subject exam scores in their research, Rose, Curle, Aizawa and Thompson (2019) asserted that low English proficiency significantly influenced the success of EMI programs. According to Keuk and Tith (2013), reading skills seem the most difficult tasks for students because of grammatical differences between English and students' mother tongues.…”

Section: Inadequate Language Skillsmentioning

confidence: 99%

An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

Tran

Bien

2020

IJLLS

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The implementation of English as a medium of instruction (EMI) has been found to bring numerous benefits to its learners. There has been a rising trend in introducing EMI at higher education institutions worldwide. However, challenges are ubiquitous and there is still prevalent hesitation in integrating content and language in many institutions. This study aimed to explore factors hindering students’ level of lesson comprehension in EMI classes through a mixed-method study carried out on 233 participants at Hoa Sen University, Vietnam. The findings showed that variables hampering students from lesson understanding were mainly associated with instructors’ teaching methods and students’ and instructors’ language competences. Results from standard multiple regression indicated that vocabulary range, writing skills and teaching methods were found to have significant contribution to the prediction of the level of lesson comprehension of the students. The findings of the study could be a considerable reference source for universities aiming at implementing EMI programmes.

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What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation

Cited by 213 publications

References 36 publications

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

The Relationship Between Teachers' Classroom English Proficiency and Their Teaching Self-Efficacy in an English Medium Instruction Context

Eğitim dilinin İngilizce olmasının mühendislik mezunlarının iş hayatlarına yansımalarının tespiti

An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

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