Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts

English as a medium of instruction (EMI) has been increasingly used in Higher Education institutions in countries where English is spoken as a second or foreign language (ESL/EFL). Research over the last decade has predominantly focused on EMI implementation, perceptions, and attitudes of stakeholde...

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Published inLanguage learning in higher education (Berlin, Germany) Vol. 14; no. 2; pp. 291 - 312
Main Author Alhassan, Awad
Format Journal Article
LanguageEnglish
Published Berlin De Gruyter 28.10.2024
Walter de Gruyter GmbH
Subjects
collaborative learning
Cooperative learning
Coping
coping strategies
Data collection
EMI
English (Second Language)
English as a second language instruction
English for academic purposes
group work
Higher education
Interviews
Learning environment
Qualitative research
Students
Translanguaging
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Summary:English as a medium of instruction (EMI) has been increasingly used in Higher Education institutions in countries where English is spoken as a second or foreign language (ESL/EFL). Research over the last decade has predominantly focused on EMI implementation, perceptions, and attitudes of stakeholders towards EMI as well as the challenges experienced by both teachers and students. However, little research, thus far, has focused on the coping strategies used by students to overcome challenges and manage their EMI study. The present study duly aims to fill this gap and contribute to the advancement of EMI research and pedagogy in this under-researched area. The study particularly attempts to explore group work and translanguaging as coping strategies that students employ to overcome content learning challenges and succeed in their EMI study. The study adopted a qualitative methodology and semi-structured interviews were used as the main method of data collection. Twenty participants voluntarily took part in the study. The data were analysed thematically and inductively. Results showed that students utilised several coping strategies to overcome EMI learning challenges and described these strategies as being helpful for them to understand EMI subject content. The pedagogical implications are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:2191-611X
2191-6128
DOI:10.1515/cercles-2024-0011