This article reports a quantitative empirical study that investigated whether English language pr... more This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n=81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n=84). Results showed a statistically significant improvement in the English proficiency levels of both subjects over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.
This article reports a mixed-methods study that examined academic success in an Economics program... more This article reports a mixed-methods study that examined academic success in an Economics programme at a public university in Turkey. Test score data from English Medium Instruction (EMI) and Turkish Medium Instruction (TMI) courses and general English proficiency (GEP) scores were collected from fourth-year students (n=159). Follow-up semi-structured interviews were conducted with 12 students. Results showed that general English Proficiency was not a statistically significant predictor of EMI academic success. TMI academic success, however, did significantly predict success in EMI. This result illustrates that EMI success is better augmented by students taking some courses through their native language alongside EMI courses. A Multilingual Model (a hybrid rather than a purist model) of EMI implementation is therefore supported. Qualitative data also supported this as students affirmed this possible mediatory influence of first language courses on their EMI academic success. Suggestions for future research as well as practical pedagogical implications are provided.
This article reports a quantitative empirical study that investigated whether English language pr... more This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n=81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n=84). Results showed a statistically significant improvement in the English proficiency levels of both subjects over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.
This article reports a mixed-methods study that examined academic success in an Economics program... more This article reports a mixed-methods study that examined academic success in an Economics programme at a public university in Turkey. Test score data from English Medium Instruction (EMI) and Turkish Medium Instruction (TMI) courses and general English proficiency (GEP) scores were collected from fourth-year students (n=159). Follow-up semi-structured interviews were conducted with 12 students. Results showed that general English Proficiency was not a statistically significant predictor of EMI academic success. TMI academic success, however, did significantly predict success in EMI. This result illustrates that EMI success is better augmented by students taking some courses through their native language alongside EMI courses. A Multilingual Model (a hybrid rather than a purist model) of EMI implementation is therefore supported. Qualitative data also supported this as students affirmed this possible mediatory influence of first language courses on their EMI academic success. Suggestions for future research as well as practical pedagogical implications are provided.
Uploads