English as a 'Double Barrier': English Medium Instruction and Student Learning at Vietnamese Transnational Universities

Autor/inn/en	Yao, Christina W.; Collins, Courtney; Bush, Trentee; Briscoe, Kaleb L.; Dang, Ngoc Lan Thi
Titel	English as a 'Double Barrier': English Medium Instruction and Student Learning at Vietnamese Transnational Universities
Quelle	In: Higher Education Research and Development, 41 (2022) 4, S.1372-1386 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yao, Christina W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.1896485
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Barriers; Vietnamese People; Foreign Countries; International Education; Partnerships in Education; Grounded Theory; Learning Experience; Undergraduate Students; Student Attitudes; Writing (Composition); Speech Communication; Intellectual Disciplines; Active Learning; Learning Strategies; Teaching Methods; College Faculty; Language Proficiency; Institutional Characteristics; International Cooperation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Ausland; Internationale Erziehung; Hochschulpartnerschaft; Lernerfahrung; Schülerverhalten; Schreibübung; Geisteswissenschaften; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Language skill; Language skills; Sprachkompetenz; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants' experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the 'double barrier' of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01