• Title, Summary, Keyword: English medium instruction

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Direct Instruction and Use of Online English Writing Software on EMI Class-Takers' Self-Efficacy

  • Murdoch, Yvette Denise;Kang, Alin
    • International Journal of Contents
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    • v.15 no.4
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    • pp.97-106
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    • 2019
  • EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

English Medium Instruction in Higher Education: Does It Promote Cultural Correction or Cultural Continuity?

  • Kim, Young-Mi
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.109-136
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    • 2009
  • This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

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A study on English-medium instruction programs in Korean universities: Based on the importance of English for academic purposes programs (국내 대학의 영어강의 사례 연구 : EAP과정의 중요성을 중심으로)

  • Kim, Taeho
    • Cross-Cultural Studies
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    • v.53
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    • pp.251-277
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    • 2018
  • The purpose of this study was to investigate ways to improve the effect of English-medium instruction (EMI) in Korean universities by comparing EMI lectures in two Korean universities with those in a Japanese university. Some universities run all courses in English while others do so for only part of them. This study comparatively investigated how EMI courses were run by these two groups of universities. For the purpose of this study, in-depth interviews were conducted with EMI instructors and students to find out what merits and problems that such EMI programs had in EFL environment of Korea and Japan. Another important goal was to correct problems and improve the Korean programs. The result showed that the most important issue of EMI programs in Korean universities was students' low English proficiency. It also demonstrated that English for Academic Purposes (EAP) was necessary to overcome this problem. It is a key to the success of MI programs. Hopefully, this study will stimulate continuous discussions on limitations and ways to improve EMI in Korean universities in various aspects.

A study on the effective cultural instruction based on the critical approach through film (영화를 이용한 비평적 문화교육 연구)

  • Yang, Miran;Bang, Youngjoo
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.313-337
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    • 2011
  • The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

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Instructor Beliefs and Attitudes about English Medium Instruction: Report of Questionaire Study (공학 분야에서의 영어 강의(English Medium Instruction)에 대한 기초 연구)

  • Kang So-Yeon;Park Hye-Son
    • Journal of Engineering Education Research
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    • v.7 no.1
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    • pp.87-96
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    • 2004
  • The number of schools that implement English medium instruction (EMI) to improve students' English proficiency has been increasing. Despite the increasing popularity of EMI, little attention has been paid to evaluating the effectiveness of EMI and its impact on students and instructors. This study explores these issues, focused on the case of the College of Engineering at Y University. A survey questionnaire was administered to 19 engineering professors who offered EMI courses in the Fall of 2003. The survey results show that: 1) the professors perceive that students' low English proficiency is a large obstacle to successful implementation of EMI, and that pre-EMI language courses are needed to prepare students for EMI. 2)Though the professors expressed confidence in their English proficiency, they indicated that they felt quite a lot stressed at teaching EMI courses; hence, support of the school administration is needed to help faculty offering EMI courses. 3)To improve students' English proficiency, native-speaking language instructors are needed to provide feedback on students' written and spoken English.

Variables Affecting on Learners' Satisfaction and Effects of EMI (전공 영어강의 만족도 및 학습효과 인식에 영향을 미치는 변인에 관한 연구)

  • Jin, Sung-Hee;Kim, Hakil
    • Journal of Engineering Education Research
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    • v.16 no.3
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    • pp.10-19
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    • 2013
  • Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.

English as an Instructional Medium in Korean Higher Education: Focusing on the Perspectives of Professors

  • Choi, Soo Joung
    • English Language & Literature Teaching
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    • v.18 no.3
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    • pp.25-51
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    • 2012
  • The study explores the way professors working in a private university in Korea perceive the recent English-medium instruction (EMI) frenzy in Korean higher education (HE) and the way they respond to its manifestation at their institution. Working within a qualitative research paradigm (Merriam, 2009), I gathered data primarily via one-time semi-structured interviews with ten participants who have offered or are offering EMI at the time of data collection and used a qualitative data analysis method. The findings illustrate that the professors view external factors residing outside individual universities, such as the college rankings and the university evaluation parameters, as the principal drive behind the current EMI boom in Korean tertiary education. Acknowledging the importance of strengthening the international competitive edge of Korean HE in the global era, the professors perceive the EMI policy positively expecting it to be beneficial for both students and institutions. They, however, problematize the blind acceptance of EMI policy and externally forced EMI expansion movement in Korean HE, which they believe will lower the standard of the academic experience of students. Experiencing first-hand the inadequate manifestation of the EMI policy at their university, the professors claim that a systematic long-term implementation plan and context-suitable approaches should be taken at both the national and institutional level for successful future EMI implementation and expansion efforts.

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The Role and Task of English Medium Instruction(EMI) for Educating Global Engineers (글로벌 공학인재 양성을 위한 영어강의의 역할과 과제)

  • Han, Kyong-Hee;Heo, Jun-Haeng;Yun, Il-Gu
    • Journal of Engineering Education Research
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    • v.13 no.3
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    • pp.53-60
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    • 2010
  • This article explores how we pursue and operate the English medium instruction(EMI) in engineering colleges so as to educate global engineers. Engineering students in the 21st century society need to have fundamental work in languages, cultural differences, and strategies for working with diverse colleagues. EMI is not sufficient for preparing our engineering students to cope with the changed environments in our globalized society. Based on the case study, we emphasize that EMI needs to be located in the context of global engineering education which demands our understanding of different cultures and communication practices. We also suggest some programs how we develop our EMI circumstances.

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Effects of Strategy Instruction in English Language Teaching: A Meta-analysis (영어교과에서의 전략 지도(Strategy Instruction)의 효과: 메타분석)

  • Lee, Je-Young
    • The Journal of the Korea Contents Association
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    • v.18 no.10
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    • pp.298-305
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    • 2018
  • The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

Effects of English Competence, Motivation, Achievement, and Self-Confidence on Learners' Satisfaction and Effects of EMI (영어활용능력, 영어학습동기, 영어성취욕구, 영어자신감이 영어강의 만족도 및 효과인식에 미치는 영향)

  • Jin, Sung-Hee;Shin, Soo-Bong
    • Journal of Engineering Education Research
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    • v.14 no.6
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    • pp.16-23
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    • 2011
  • As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.