Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

Tzu-Ling Hua

doi:10.5294/laclil.2019.12.2.6

Authors

Tzu-Ling Hua Author Ming Chuan University http://orcid.org/0000-0001-9345-5861

DOI:

https://doi.org/10.5294/laclil.2019.12.2.6

Keywords:

English-medium instruction, EMI, higher education, teacher training, psychology, students’ perspectives

Abstract

Entender los desafíos de aprendizaje de los estudiantes de asignaturas en inglés y formas de facilitar su aprendizaje: un estudio de caso de las perspectivas de estudiantes de psicología de Taiwán

Compreender os desafios da aprendizagem dos alunos de disciplinas em inglês e maneiras de facilitar seu aprendizado: um estudo de caso das perspectivas de estudantes de psicologia de Taiwan

English-medium instruction (EMI) has become a global education phenomenon in recent decades, especially in higher education. However, its implementation is still facing criticism. On the one hand, learners are welcoming the envisaged benefits of preparing them with professional content knowledge and English language proficiency to compete in the new global economy; on the other hand, they are reluctant to take the courses because of the challenges and difficulties EMI creates. Meanwhile, EMI lecturers are concerned about students’ inability to survive, or better still thrive through EMI learning. EMI lecturers are experts in their professional domain but are not trained or prepared to teach EMI courses yet. This qualitative study examines the perception of first-year undergraduate students taking the EMI foundation psychology course in Taiwan, focusing on their perspectives of factors facilitating or hindering their EMI learning, and their suggestions for improving the situation. The results not only point out what kinds of teaching practices contribute to challenges for EMI learners in their learning process but also the underlying reasons and the pedagogy practice that students suggest can be used to improve the situation. Insights provided by this study can be used to assist EMI lecturers in examining their pedagogical practice and expand their knowledgeability about pedagogy. They can also be used as a way forward for assisting in the development of EMI teacher training and professional development, and the implementation of EMI.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Hua, T-L. (2019). Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives. Latin American Journal of Content & Language Integrated Learning, 12(2), 321-340. https://doi.org/10.5294/laclil.2019.12.2.6

Received: 22/09/2019

Approved: 20/02/2020

Published: 11/05/2020

Downloads

Download data is not yet available.

Author Biography

Tzu-Ling Hua, Ming Chuan University

Tzu-Ling Hua is an assistant professor at the English language centre at Ming Chuan University in Taiwan. Her research interest include ESL/EFL teaching and learning, Second language acquisition (SLA), Engilsh for Specific Purposes (ESP), English medium instruction (EMI), and Content and Language Integrated Learning (CLIL)

References

Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35–54. http://www.aelfe.org/documents/02_22_Airey.pdf

Airey, J., Lauridsen, K. M., Räsänen, A., Salö, L., & Schwach, V. (2017). The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education, 73, 561–576. https://doi.org/10.1007/s10734-015-9950-2

Al-Kahtany, A. H., Faruk, S. M., & Al Zumor, A. W. (2016). English as the medium of instruction in Saudi higher education: Necessity or hegemony? Journal of Language Teaching and Research, 7(1), 49–58. https://doi.org/10.17507/jltr.0701.06

Ariffin, K., & Husin, M. S. (2011). Code-switching and code-mixing of English and Bahasa Malaysia in content-based classrooms: Frequency and attitudes. The Linguistics Journal, 5(1), 220–247. https://www.linguistics-journal.com/wp-content/uploads/2014/01/June-2011-ka.pdf

Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy, 14, 3–23. https://doi.org/10.1007/s10993-014-9336-9

Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: policy debates and reality. Higher Education, 62(4), 431–439. https://doi.org/10.1007/s10734-010-9397-4

Chang, C. (2017). Not all classes need be in English. Taipei Times. http://www.taipeitimes.com/News/editorials/print/2017/09/07/2003677946

Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55–84. https://nurulfarhani7971.weebly.com/uploads/2/7/5/4/27546657/emi_3.pdf

Cho, D. W. (2012). English-medium instruction in the university context of Korea: Tradeoff between teaching outcomes and media-initiated university ranking. The Journal of Asia TEFL, 9(4), 135–163. http://journal.asiatefl.org/main/main.php?inx_journals=34&inx_contents=84&main=1&sub=3&submode=3&PageMode=JournalView&s_title=English_medium_Instruction_in_the_University_Context_of_Korea_Tradeoff_between_Teaching_Outcomes_and_Media_initiated_University_Ranking

Chow, W-C. E. (2018). English-medium instruction in higher education. A case study. Journal of Teaching Practice and Pedagogical Innovation, 1(1), 155–191. https://doi.org/10.1007/s10734-013-9661-5

Chuang, Y. T. (2015). An EMI pedagogy that facilitates students’ learning. English Language Teaching, 8(12), 63–73. https://doi.org/10.5539/elt.v8n12p63

Coonan, C. M. (2007) Insider views of the CLIL class through teacher self-observation–introspection. International Journal of Bilingual Education and Bilingualism, 10(5), 625–646. https://doi.org/10.2167/beb463.0

Dearden, J. (2014). English as a medium of instruction—a growing global phenomenon: Phase 1. London, UK: British Council.

Dilshad, R. M., & Latif, M. I. (2013). Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Sciences, 33(1), 191–198. https://www.bzu.edu.pk/PJSS/Vol33No12013/PJSS-Vol33-No1-16.pdf

Flowerdew, J. (1994). Research of relevance to second language lecture comprehension: An overview. In J. Flowerdew (Ed.), Academic listening (pp.7–29). New York, NY: Cambridge University Press.

Eslami, Z. R. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3(1), 3–11. https://doi.org/ 10.5539/elt.v3n1p3

Flowerdew, J., Miller, L., & Li, D. C. S. (2000). Chinese lecturers’ perceptions, problems and strategies in lecturing in English to Chinese-speaking students. RELC Journal, 31(1), 116–138. https://doi.org/ 10.1177/003368820003100106

Gillham, B. (2000). Developing a questionnaire. London, UK: Continuum.

Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. 32nd International Conference of the Spanish Association of Applied Linguistics (AESLA): Language Industries and Social Change, 173, 71–78. https://doi.org/10.1016/j.sbspro.2015.02.033

Husbands, C., & Pearce, J. (2012). What makes great pedagogy? Nine claims from research. Nottingham, UK: NCSL.

Kelley, K., Clark, B., Brown, V., & Sitzia, J. (2003). Good practice in the conduct and reporting of survey research. International Journal of Quality in Health Care, 15(3), 261–266. https://doi.org/10.1093/intqhc/mzg031

Kirkpatrick, A. (2017). The languages of higher education in East and Southeast Asia: Will EMI lead to Englishisation? In Fenton-Smith, B., Humphreys, P., and Walkinshaw, I. (Eds.), English Medium Instruction in Higher Education in Asia-Pacific: From policy to pedagogy. - (pp. 21–36). Springer International Publishing, Cham, Switzerland.

Klaassen, R, G. (2001). The International University Curriculum: Challenges in English-Medium Engineering Education. Delft: Delft University of Technology, Netherlands

Kyeyune, R. (2003). Challenges of using English as a medium of instruction in multilingual contexts: A view from Ugandan classrooms. Language, Culture and Curriculum, 16(2), 173–184. https://doi.org/10.1080/07908310308666666

Kym, I., & Kym, M. H. (2014). Students’ perceptions of EMI in higher education in Korea. The Journal of Asia TEFL, 11(2), 35–61. http://journal.asiatefl.org/main/main.php?inx_journals=40&inx_contents=49&main=1&sub=3&submode=3&PageMode=JournalView&s_title=Students_Perceptions_of_EMI_in_Higher_Education_in_Korea

Lei, J., & Hu, G. (2014a). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? IRAL, 52(2), 99–126. https://doi.org/10.1515/iral-2014-0005

Lei, J., & Hu, G. (2014b). English-medium instruction in Chinese higher education: a case study. Higher Education, 67(5), 551–567. https://doi.org/10.1007/s10734-013-9661-5

Llieva, J., & Peak, M. (2017). The shape of global higher education: National policies framework for international engagement. Emerging themes. British Council, UK.

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teach. 51(1), 36–76. https://doi.org/10.1017/S0261444817000350

Morell, T., Aleson, M., Bell, D., Escabias, P., Palazon, M., & Martinez, R. (2014). English as the medium of instruction: A response to internationalization. https://pdfs.semanticscholar.org/10a0/7444289ebd069d1511d576731a424a27131a.pdf

Po-hsuan, W., & Hetherington, W. (2018). Ministry to push courses in English. Taipei Times. http://www.taipeitimes.com/News/taiwan/archives/2018/05/28/2003693869

Ryan, K., Gandha, T., Culbertson, M. J., & Carlson, C. (2014). Focus group evidence: Implications for design and analysis. American Journal of Evaluation, 35(3), 328–345. https://doi.org/10.1177/1098214013508300

Simasiku, L., Kasanda, C., & Smit, T. (2015). Teaching subjects matter through English as the medium of instruction in the Namibian English second language classrooms. European Scientific Journal, 1, 315–324. https://eujournal.org/index.php/esj/article/view/5100/4872

Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328–341. https://doi.org/10.2167/le635.0

Sobhy, N. N., Berzosa, C., & Crean, F. M. (2013). From ESP to CLIL using the schema theory. BIBLID, 19, 251–267. https://pdfs.semanticscholar.org/aff5/c4488e79a624bfc92d70fb57f79e5aed2c85.pdf?_ga=2.140760178.1777498628.1585138081-1092456984.1581575866

Sopia, M. Y., Marsh, D., Ong, E. T., & Lai, Y. Y. (2009). Learners’ perceptions towards the teaching of science through English in Malaysia: A quantitative analysis. International CLIL Research Journal, 1(2), 54–69. http://www.icrj.eu/12/article6.html

Suvinitty, J. (2010). Lecturers’ questions and student perception of lecture comprehension. Helsinki English Studies, 6, 44–57. https://blogs.helsinki.fi/hes-eng/files/2010/12/Suviniitty_HES_Vol6.pdf

Taylor-Powell, E., & Renner, M. (2003). Analysing qualitative data. Retrieved from https://cdn.shopify.com/s/files/1/0145/8808/4272/files/G3658-12.pdf

Thompson, A. S., & Sylven, L. K. (2015). Does English make you nervous? Anxiety profiles for CLIL and non-CLIL students in Sweden. Journal of Applied Language Studies, 9(2), 1–23. https://doi.org/10.17011/apples/urn.201512093950

Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383–394. https://doi.org/10.1080/1356215980030307

Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific Higher Education: An introduction. In Fenton-Smith, B., Humphreys, P., and Walkinshaw, I. (Eds.), English Medium Instruction in Higher Education

in Asia-Pacific: From policy to pedagogy (pp. 1–21). Switzerland: Cham, Springer International Publishing.

Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67–84. https://doi.org/10.6372/JEFLL.200612.0067

Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382.https://doi.org/10.1080/13670050.2014.904840

Yeh, C. C. (2012). Instructors’ perspectives on English-Medium Instruction in Taiwanese university. Curriculum and Instruction Quarterly, 16(1), 209–232. http://www.aci-taiwan.org.tw/pdf/16-1/16-1_c05_e.pdf

Yip, D. Y., Coyle, D., & Tsang, W, K. (2007). Evaluation of the effects of the medium of instruction on science learning of Hong Kong secondary students: Instructional activities in science lessons. Education Journal, 35(2), 77–107. http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2009/10/ej_v35n2_77-107.pdf