Challenges of Using EMI in Teaching and Learning of University Scientific Disciplines: Student Voice

Autor/in	Al Zumor, Abdulwahid Qasem
Titel	Challenges of Using EMI in Teaching and Learning of University Scientific Disciplines: Student Voice
Quelle	In: International Journal of Language Education, 3 (2019) 1, S.74-90 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Psychological Patterns; Language Usage; Barriers; Student Attitudes; Computer Science Education; Engineering Education; Content Analysis; Medical Education; Foreign Countries; Teaching Methods; Learning Processes; Student Evaluation; Anxiety; Bilingual Education; Educational Quality; Course Content; Listening Comprehension; Educational Policy; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Schülerverhalten; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Inhaltsanalyse; Medizinische Ausbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Angst; Bilingual teaching; Bilingualer Unterricht; Quality of education; Bildungsqualität; Kursprogramm; Hörverständnis; Politics of education; Bildungspolitik; Saudi-Arabien
Abstract	This study examines the challenges of using English medium instruction (EMI) in teaching and learning scientific disciplines. The main objective of the study is to identify students' perceptions regarding lecture comprehension, communication, pedagogy, assessment, and affect in an EMI setting. The participants in this study are 264 Saudi students who study Computer Science, Engineering, and Medicine. A questionnaire with a four-point Likert scale was used to survey the participants' views on the challenges they encounter as a result of the use of EMI for teaching and learning scientific disciplines. The collected data were analysed quantitatively with SPSS and qualitatively by using the content analysis method. The major findings of the study are: a) using English language to teach scientific disciplines has a seriously negative impact on the scientific content comprehension and assessment of a majority of the students in the present study, b) using English language as the medium of instruction and assessment causes anxiety, frustration, tension, fear, embarrassment and, ultimately, poor educational outcomes, c) EMI deprives the students of their basic rights to effective understanding, communication, interaction, discussion and inquiry. The study recommends ensuring quality English education in the foundation year and examining the option of "additive bilingual education." (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01