On Some Issues about English Medium Instruction in Armenian Higher Education Institutions: Based on the Desk and Field Study of the Erasmus + SMARTI Project

Autor/inn/en	Vardanyan, Lusik; Safaryan, Naira; Movsisyan, Tatevik
Titel	On Some Issues about English Medium Instruction in Armenian Higher Education Institutions: Based on the Desk and Field Study of the Erasmus + SMARTI Project
Quelle	In: Quality in Higher Education, 29 (2023) 1, S.77-85 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2022.2121457
Schlagwörter	Higher Education; Educational Quality; Quality Assurance; Language of Instruction; English (Second Language); Educational Benefits; Foreign Countries; Global Approach; Educational Policy; Student Centered Learning; Labor Market; Armenia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Qualitätssicherung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsertrag; Ausland; Globales Denken; Politics of education; Bildungspolitik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Labour market; Arbeitsmarkt; Armenien
Abstract	This article is an attempt to present the benefits and challenges of English medium instruction (EMI) and its implementation in Armenian higher education institutions. Through statistically reliable and significant findings of the surveys conducted within the framework of Erasmus + SMARTI Project a qualitative and quantitative analysis has been carried out to identify the gaps existing in the mode of delivery and methodology of EMI and offer ways of bridging that gap. The article highlights the perceived benefits of EMI that include, but are not limited to, boosting internationalisation and quality assurance in Armenian higher education institutions through revising institutional policies, mechanisms and tools in line with Tuning Methodology from a student-centred and labour-market-demand perspective on both national and international levels. To attain these ambitious goals, the article offers step-by-step solutions to a plethora of obstacles and issues that Armenian higher education institutions currently encounter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01