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METHODOLOGICAL PECULIARITIES OF TEACHING PHRASEOLOGICAL UNITS TO PRIMARY SCHOOLCHILDREN AT ENGLISH LESSONS ; МЕТОДИЧНІ ОСОБЛИВОСТІ НАВЧАННЯ ФРАЗЕОЛОГІЗМІВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В ПОЧАТКОВІЙ ШКОЛІ
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In: Collection of Scientific Papers of Uman State Pedagogical University; № 2 (2020): ; 58-64 ; Збірник наукових праць Уманського державного педагогічного університету; № 2 (2020): Частина 1; 58-64 ; 2307-4906 (2020)
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| 62 |
Percepções de professores sobre o uso de mídias digitais nas aulas de língua inglesa ; Teachers' perceptions about the use of digital media in english language classes
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Marcos, Raquel Amoroginski. - : Universidade Tecnológica Federal do Paraná, 2020. : Pato Branco, 2020. : Brasil, 2020. : Programa de Pós-Graduação em Letras, 2020. : UTFPR, 2020
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| 63 |
"I Need MORE Help": A Rise in Demand for Special Education in Ontario
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In: Major Papers (2020)
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“So, that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
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| 65 |
Increasing the Effectiveness of English Language Teaching Assistants
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In: The Organizational Improvement Plan at Western University (2020)
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| 66 |
Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language
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In: Exceptionality Education International (2020)
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| 67 |
Professional development of EFL lecturers in Vietnam : a cultural-historical activity theory perspective
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| 68 |
Multimodality in the EFL classroom a proposal to improve Spanish EFL students' oral skills
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| 69 |
Policy and practices in English as a Medium of Instruction in Vietnamese tertiary EFL contexts
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Abstract:
Research Doctorate - Doctor of Philosophy (PhD) ; English as a Medium of Instruction (EMI) has become a global phenomenon in higher education in non-native English-speaking countries. However, the successful implementation of EMI often depends on the degree of alignment between this approach to language instruction, the educational expectations and the infrastructure of local contexts: EMI may be welcomed, or it may be rejected or adapted to local socio-political and cultural contexts. Although EMI has been deployed in some selected Vietnamese universities since the 1990s, there is little research on its implementation. This study was conducted to seek an understanding of policy and practices in EMI in Vietnam through explanatory sequential mixed methods research, including policy document analysis, surveys and interviews. Nine current national policy documents were analysed to find out the extent to which issues regarding the implementation of EMI have been addressed in policy documents. Surveys of 360 students and 30 content lecturers, interviews with 12 content lecturers, and focus groups with 30 students at 6 selected Vietnamese universities helped to investigate local practices and perceptions. The findings of the policy analysis indicated that foreign language teaching (FLT) is a major focus of the Vietnamese government’s educational reform, and that EMI is considered as a way to achieve both its educational and non-educational goals in the global age. EMI is encouraged, but not compulsory, in some selected Higher Education Institutions who meet the government requirements for EMI programs. However, explicit discussions of issues regarding the implementation of EMI in the context of Vietnamese higher education are notably absent from policy documents. The present investigation of student and lecturer perceptions revealed mostly positive attitudes towards EMI. Both lecturers and students suggested that EMI would bring students great opportunities for both accessing current scientific knowledge and future employment, with positive impacts on students’ language proficiency, especially students’ reading skills, listening skills and knowledge of technical terms. Lecturers and students reported that EMI provided varied challenges for Vietnamese higher education. Lecturers were apparently most challenged by students’ lack of English language proficiency, whereas students indicated that they felt most pressured by final exams in which they had to perform their content-area knowledge in English. Students acknowledged their own lack of English language ability, recognising difficulties arising from the unavailability of textbooks, dense curriculum, time allocation and lecturers’ teaching methods. Lecturers identified the extra workload created by EMI as a chief obstacle in EMI courses. The findings of my study provide insight into the range of learning and teaching strategies that lecturers and students apply within their EMI courses and practical suggestions for improving EMI instruction. Overall, lecturers and students were positive about the adoption of EMI in Vietnamese tertiary EFL contexts, notwithstanding the challenges they faced. However, the strategic implementation of EMI in Vietnam seems to require adjustments at all levels of institutional and government policy to ensure that the voices of practitioners and students are heard. The findings of this study provide relevant insights for policymakers, higher education institutions, lecturers, and students of EMI programs in Vietnam and other countries.
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Keyword:
EMI; English as a Medium of Instruction; English language teaching; higher education; tertiary level; Vietnamese tertiary EFL contexts
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URL: http://hdl.handle.net/1959.13/1421381
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| 70 |
Toward a Culturally Sensitive Approach to Student Centered Accent and Dialect Coursework - THEA 403: Advanced Voice - Accents & Dialects – A Peer Review of Teaching Project Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2020)
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| 71 |
IDENTIFYING ENGLISH LANGUAGE CLASSROOM ANXIETY OF STUDENTS OF INTERNATIONAL RELATIONS
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In: Studies in Linguistics, Culture, and FLT, Vol 8, Iss 1, Pp 6-15 (2020) (2020)
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| 72 |
STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
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| 73 |
The effect of autonomous learning process on learner autonomy of English public speaking students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 194-205 (2020) (2020)
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| 74 |
The tolerance of English instructors towards the Thai-accented English and grammatical errors
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 685-694 (2020) (2020)
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| 75 |
Estrategias didácticas para la enseñanza de inglés como lengua extranjera (EFL) dirigidas a estudiantes con trastorno por déficit de atención e hiperactividad (TDAH)
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In: Colombian Applied Linguistics Journal, Vol 22, Iss 2, Pp 169-182 (2020) (2020)
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| 76 |
LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 75-91 (2020) (2020)
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| 77 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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| 78 |
PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 47-55 (2020) (2020)
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| 79 |
Bringing Zull’s Four Brain-derived Pillars of Learning into the English Classroom
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 14-25 (2020) (2020)
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| 80 |
New Perspectives on Promoting EFL Teaching and Learning in Oman
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In: All Graduate Plan B and other Reports (2020)
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