Perceived Effectiveness of the Implementation of English Medium Instruction among Students and Lecturers at a Turkish State University
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: İstanbul Üniversitesi, Hasan Ali Yücel Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tez Danışmanı: Kırık M.
Tezin Onay Tarihi: 2018
Tezin Dili: İngilizce
Özet:
Aiming to adapt to the ever-evolving world, higher education institutions seek to adopt
new practices to attract national and international students, which leads them to the
pursuit of English medium instruction (EMI). Attitudes and perceptions of
stakeholders towards EMI seem to have been accustomed to this educational
evolution, which is reflected on their learning and teaching events. Although EMI is
highly appreciated as a notion, the attempt to put the theory into de facto
implementation may not always be practical and yield favourable results, considering
the readiness of the stakeholders to EMI process. This being the case, how students
and academic staff being the main subjects of this process, consider the practice of
EMI appears to be an open-ended question. Thereby, the aim of the present study is to
investigate the implementation and perceived effectiveness of partial and full English
medium instruction courses in undergraduate engineering programs at a state
university in Turkey. Initially, this study sheds light on the concepts paving the way
for EMI; secondly, it presents the related field research that has been conducted in
national and international contexts; and lastly, with respect to students and lecturers’
opinions, it attempts to answer the research questions through a mixed method
research design. The findings reveal that 1) Almost all participants give due
importance to English as a foreign language and as an instructional medium at tertiary
level. 1a) Students of partial EMI programs, who do feel less linguistically-ready to
succeed in EMI content courses, hold similar attitudes with their counterparts studying
in full EMI programs. 2a) Students reflect that their classroom performance and
academic success are adversely affected by EMI. 2b) In a similar vein, lecturers
acknowledge their concerns with regard to students’ impaired content and language
learning which is reflected on their instructional process as challenges.