Scribd Logo
Upload

Welcome to Scribd!

  • 6 views

    Discussion and conclusion-EMI

    Uploaded by

    055 Neera Wongmak

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Discussion and conclusion-EMI

    Uploaded by

    055 Neera Wongmak
    6 views2 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    6 views2 pages

    Discussion and conclusion-EMI

    Uploaded by

    055 Neera Wongmak

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Discussion and conclusion

    Challenges and Importance of Teaching English as a Medium


    of Instruction in Thailand International College

    What is EMI?
    - It is the Teaching English as a medium of instruction (EMI)
    - Teaching English as a Medium of Instruction (EMI) is the practice of using English as
    the primary language of instruction in educational settings where the students' first
    language is not English. This is common in universities and academic institutions all
    over the world where courses and programs are taught in English.
    - The goal of EMI is frequently to provide students with access to international
    education and to prepare them for academic and professional opportunities in a global
    context where English is spoken. It is important to note that EMI does not simply teach
    the English language; rather, it uses English as a medium through which subjects are
    taught.

    From the study we can conclude as follows:


    The findings of a study on the difficulties and importance of teaching English as a Medium
    of Instruction (EMI), with a focus on the situation in Thailand. The research identifies four
    major issues: linguistic, cultural, structural, and identity-related. The disparity in perspectives
    on linguistic challenges between foreign and local Thai participants is notable. While foreign
    participants express concerns about their students' academic writing skills as a significant
    challenge in EMI, local Thai lecturers appear to have lower expectations in the same context.
    The need for students' English competence to be improved in the context of English as a
    Medium of Instruction (EMI). In line with Macaro et al. (2018), the study emphasizes the
    importance of language improvement in EMI implementation. Participants agree that most
    students only have basic academic writing skills, such as taking English notes.
    Code-switching is identified as a strategy used by Thai lecturers to aid students'
    understanding of complex lessons and to overcome cultural challenges. This aligns with
    Galloway (2017), who found that students comprehend content better when learning in their
    native language. The use of code-switching is seen as beneficial for students with lower
    proficiency, reducing stress and improving understanding.
    However, the inability of foreign lecturers to translate into their native language may hinder
    students' comprehension. Despite these challenges, participants express positivity regarding
    students' reading of academic texts in English and suggest that using English-to-English
    dictionaries can enhance reading vocabulary, serving as a coping strategy within EMI
    instruction. This perspective is consistent with Yeh's (2014) findings on lecturers' perceptions
    of EMI and its impact on students' reading ability.
    The study's results, supported by previous research, highlight the importance of English as a
    Medium of Instruction (EMI) in equipping graduates with essential language skills. The
    participants note that students prefer reading in their native language when given a choice.
    Overcoming structural challenges in providing evidence of English language proficiency is
    crucial, with increased exposure to EMI lectures seen as a predictor of improved language
    skills.
    EMI implementation is considered beneficial for students' career prospects, aligning with
    the global trend in higher education. This study emphasizes the need to address identity-
    related challenges in internationalization strategies and advocates for the promotion of
    Spolsky’s Language Policy Framework. It also underscores the importance of professional
    training for EMI lecturers. Looking ahead, this study suggests that future research should
    explore the experiences of English speakers who may face communication challenges with
    students of different first languages and raise concerns about the potential dominance of
    imported English native-speaker lecturers over locally produced counterparts in the EMI field.

    You might also like