BEHIND THE IMPROVEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN AN EMI UNIVERSITY
DOI:
https://doi.org/10.52657/js.v6i1.981Keywords:
Challenges, EMI, English proficiency, improvement, opportunities.Abstract
This study aims to examine the improvement rate of students after their one-year study at an EMI university as well as to further explore the challenges and the opportunities they encounter throughout the period. To answer those questions, 100 first-year students from one EMI university were recruited as research participantsthrough a purposive sampling method: 20 participants from A1 - C1 level. The participants were assigned to do a standardized test prior to the start of their study (pre-test) and after their one-year study (post-test). The improvement rate was analyzed quantitatively using T-tests. Data about the challenges and opportunities they encounter to improve their English proficiency was collected through a questionnaire and analyzed qualitatively. The result shows that the improvement of English proficiency is experienced by all groups (A1-C1), with B2 group who get the highest improvement. From the questionnaire, it is found out that writing skill gets the least improvement.Thefactors that promote and impede their progress are also discussed. This gives valuable information which can affect English teaching and learning materials and methodology in order to maximize the opportunities of studying in an EMI university.
References
Amara, N. (2015) Error corrections in foreign language teaching. The Online Journal of New Horizons in Education, 5(3), 58-68.
Collins, A.B. (2010). English-medium higher education: Dilemma and problems. Eurasian Journal of Educational Research, 39, 97-110.
Crystal, D. (2012). English as a global language. Cambridge university press.
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council.
Erdoğan, V. (2005). Contribution of error analysis to foreign language
teaching. Mersin University Journal of the Faculty of Education, 1(2), 261-270.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a Foreign Language. London: The British Council.
Hu, G. (2008). The misleading academic discourse on Chinese-English bilingual education in China. Review of Educational Research, 78, 195-231.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated learning. Open Applied Linguistics Journal, 1, 31–42.
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students' English competence?. International Review of Applied Linguistics in Language Teaching, 52(2), 99-126.
Lo, Y-Y., and Murphy, V. A. (2010). Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong. Language and Education, 24, 215–238.
Moratinos-Johnston, S., Juan-Garau, M., & Salazar-Noguera, J. (2018). The effects of English-medium instruction in higher education on students’ perceived level and self-confidence in ELF. Learning context effects, 75.
Ruiz de Zarobe, Y. (2008). CLIL and foreign language learning: A longitudinal study in the Basque country. International CLIL Research Journal, 1, 60–73.
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.
