The dilemma of English as a medium of instruction policy in science college programs

Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.

Perceptions of Thai Teachers of English Towards English Medium Instruction: A Case Study of a Local Primary School

Using a case study approach, this study investigated teachers’ perceptions of EMI, the challenges teachers encountered while adopting EMI, and opportunities for EMI in Thai EFL classrooms. The participants were three Thai teachers who used English as a medium of instruction in subjects such as mathematics and science in an intensive English program at a private primary school in the northeastern part of Thailand. Data were obtained from teachers’ journals and semi-structured interviews. The data were transcribed and coded into themes using content analysis. The current study reports the perceptions of Thai EFL teachers and reveals the challenges of EMI in Thai EFL classrooms. As the findings reveal, the participants perceived EMI as an educational advantage, as preparation for the international community and as an approach to enhance students’ speaking confidence. Although EMI offers potential benefits, the study reveals that when teaching, the participants are challenged by students’ language proficiency, classroom size, a lack of teaching materials, teacher’s lack of content knowledge and a lack of support from the school. Moreover, the study suggests some recommendations for pedagogical implication in adopting EMI in Thai EFL classrooms.

Enhancing Intensive English Program Reading and Writing Courses through Integrated-Skill Activities

In an increasingly competitive global Intensive English Programs (IEPs) environment (Benshoff, 2018), developing courses that efficiently meet student needs and equip students with skills essential for university success is paramount. Many IEPs develop reading and writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses. Instructors have observed what appear to be increased gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Students’ writing reveals greater voice as they seem to understand topics more deeply and have developed greater fluency with ideas and terminology and an increased ability to paraphrase, summarize, and synthesize, aligning with findings in related literature (e.g., Horowitz, 1986). This integrated-skill approach also more closely resembles university tasks than the segregated-skill approach does. This article explains the integrated-skill approach, examines its impact on revitalizing IEP RW instruction, and showcases some sample activities. Keywordsreading and writing (RW), extensive reading, integrated-skill approach (ISA), student success, Intensive English Programs (IEPs)

The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development

Despite the efforts of existing studies in the domain of L2 phonology to examine ESL learners’ pronunciation development, little research has comprehensively demonstrated ESL learners’ pronunciation improvement in academic immersion contexts. Similarly, few studies have focused on learners’ proficiency levels linked to their developmental success. The current exploratory study investigated the changes of learners’ pronunciation constructs as a result of their ESL program. Seventy-five newly arrived ESL students (25 in each proficiency; beginner, intermediate, and advanced) enrolled in an Intensive English Program in the United States provided their speech responses (to the placement and exit tests from the program). One hundred fifty speaking samples were linguistically analyzed for the following suprasegmental features: fluency (speech rates and pauses) and prosody (prominence and pitch range). Segmental features were analyzed by employing a functional load approach with randomly selected 90 speech files. Findings revealed different developmental patterns among phonological features and proficiency levels; that is, the upper-level learners improved more in fluency and prominence than the lower-level learners. Segmental changes were minimal, suggesting that both high functional and low functional load sounds involve a complex process in learning. Overall findings provide important implications for ESL curriculum planning and development: 1) intonation acquisition can be difficult; 2) skill improvement differs by proficiency level; and 3) level-specific curriculum may be needed.

Students’ self-perceptions of creativity: the case of Emirati students in a first-year English program

Purpose The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses. Design/methodology/approach Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions. Findings Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses. Originality/value People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.

Educational Entrepreneurship in an Intensive English Program in Thailand: A Case Study

This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major findings were as follows: Applications of educational technology result in innovation and enhanced learning, EFL is a competitive tool for Thai students, use of project-based learning fosters content and language learning, and collaboration among teachers drives innovation.

English Journey: The Lived Experience of SLA via the Integrated Skills Approach

This qualitative phenomenology explored 11 undergraduate, international students’ perspectives about a U.S. Intensive English Program (IEP). The researcher interviewed participants about their lived experience of learning English via the Integrated Skills Approach. Drawing on sociocultural and sociolinguistic theories, the researcher found three themes: (1). Learning English had Peaks and Valleys, (2). IEP Instructors were Guides, and (3). Learning English was Social and Cultural. This study suggests Second Language Acquisition (SLA) was emotional, identity-driven, a way to overcome barriers and gave a sense of belonging. Additionally, the IEP instructors were crucial for SLA and helped create family dynamics. The implications provide suggestions for international students, IEPs and universities.

Qualities of Language Teachers and its Implications to Teacher Orientation Program Development

Anchored on the greater premise that students have preconceived ideas of qualities and characteristics of a good language teacher, this study investigates language teacher preferences of freshmen Thai learners and its implications to the development of teacher orientation programs. For this purpose, diaries of Thai learners enrolled in an intensive English program (IEP) were subjected to content analysis using explorative design to be able to formulate new category systems inductively. The result revealed seven major theoretical constructs that summed up the qualities expected by Thai learners from their language teachers: language proficiency, organization and communication skills, character and personality, pedagogical knowledge, socio-affective skills, IT/ICT skills, and cultural competence. On the other hand, an interview regarding the present teacher orientation program among 3 new teachers for the IEP course revealed that the present system was fairly addressing the concerns of the students with its limited topic, activity, and participation of teaching staff.