A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

Autor/inn/en	Chien, Mei-Ying; Valcke, Martin
Titel	A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students
Quelle	In: Journal of Educational Research and Practice, 10 (2020) 1, S.129-144 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Valcke, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Foreign Countries; College Students; Language of Instruction; English (Second Language); Interpersonal Communication; Self Efficacy; Academic Language; Oral Language; Communicative Competence (Languages); Student Motivation; Belgium + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kommunikation; Self-efficacy; Selbstwirksamkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Oral interpretation; Mündlicher Sprachgebrauch; Communicative competence; Kommunikative Kompetenz; Schulische Motivation; Belgien
Abstract	The use of English as a medium of instruction (EMI) in higher education is considered a vehicle in non-English-speaking countries for the purpose of internationalization, enhancing students' employability, and international competition. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. This study builds on an EMI course set within a Belgian university. Six students whose second language was English were interviewed to identify and explore their motivation, difficulties, and instructional support as it relates to their spoken interaction during the class. The findings revealed that (a) students' motivation and willingness to communicate during English-as-a-second-language spoken interaction was related to their English language self-efficacy, the study topic, and the learning environment; (b) students' spoken interaction seemed restricted due to difficulties including academic language use, understanding the academic content, and their attitudes toward the learning activity; and (c) instructional support, namely, social-emotional, cognitive, and language support, was perceived by students to boost their willingness to communicate and confidence to be involved in spoken interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01