English Medium Instruction in Higher Education of Afghanistan: Students' Perspective

Autor/inn/en	Orfan, Sayeed Naqibullah; Seraj, Muhammad Yaqoob
Titel	English Medium Instruction in Higher Education of Afghanistan: Students' Perspective
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.291-308 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orfan, Sayeed Naqibullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2041
Schlagwörter	English (Second Language); Language of Instruction; Foreign Countries; Gender Differences; Individual Differences; Student Attitudes; Undergraduate Students; Afghanistan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Ausland; Geschlechterkonflikt; Individueller Unterschied; Schülerverhalten
Abstract	The study investigated students' views of reasons for the adoption of English medium instruction (EMI) in Afghan Higher Education, EMI effects on official languages and students' preference of medium of instruction. It also explored whether students' gender, first language and English proficiency had any significant impact on their responses. The data were collected from 840 students by means of an online questionnaire from four public universities based in northeastern Afghanistan. The dataset was analyzed using descriptive and inferential statistics. The results showed that students had a positive attitude towards EMI in higher education. They believed that the universities should adopt EMI for various reasons, e.g., internationalization of universities. They were aware of the negative effects of EMI on the official languages of Afghanistan. They were more likely to select a combination of English and official languages for the medium of instruction. Students' gender and first language did not have a significant impact on their attitudes towards EMI; however, their English proficiency significantly impacted their attitudes towards EMI. Moreover, their gender and first language, and English proficiency had significant effects on their preference of language of instruction. The study suggests a policy for gradual transition to bilingual education in Higher Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01