Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain
This article reports a quantitative empirical study that explored the relationship between English language proficiency and academic language-related challenges experienced by students when studying through English Medium Instruction (EMI). Questionnaire data using the EMI Challenges Scale and stude...
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| Published in | System (Linköping) Vol. 103; p. 102651 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
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Oxford
Elsevier Ltd
01.12.2021
Elsevier Science Ltd |
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| Abstract | This article reports a quantitative empirical study that explored the relationship between English language proficiency and academic language-related challenges experienced by students when studying through English Medium Instruction (EMI). Questionnaire data using the EMI Challenges Scale and student English language test score data were collected at a public university in Turkey. Two academic subjects were compared: International Relations (a Social Science subject, n = 99) and Electronic Engineering (a Mathematics, Physical and Life Sciences subject, n = 99). Results revealed that in both subjects, English language proficiency statistically significantly predicted academic language-related challenges. Furthermore, a gain in English proficiency significantly predicted the challenges in International Relations but not in Electronic Engineering. Finally, Electronic Engineering students experienced significantly different levels of linguistic-related challenges in each language skill when at a lower proficiency (A2) compared to a higher proficiency (B2). In International Relations, a proficiency threshold was more evident; students experienced significantly higher levels of linguistic-related challenges as proficiency decreased. Important pedagogical implications of this established relationship between language proficiency, language gain, and language-related challenges in two academic divisions are discussed.
•English language proficiency predicts EMI students' academic language related challenges.•The higher English language proficiency, the lower academic language-related challenges regardless of academic subject.•Language proficiency threshold varies according to the academic division.•There is an apparent proficiency threshold for International Relations students – B2 level of English proficiency. |
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| AbstractList | This article reports a quantitative empirical study that explored the relationship between English language proficiency and academic language-related challenges experienced by students when studying through English Medium Instruction (EMI). Questionnaire data using the EMI Challenges Scale and student English language test score data were collected at a public university in Turkey. Two academic subjects were compared: International Relations (a Social Science subject, n = 99) and Electronic Engineering (a Mathematics, Physical and Life Sciences subject, n = 99). Results revealed that in both subjects, English language proficiency statistically significantly predicted academic language-related challenges. Furthermore, a gain in English proficiency significantly predicted the challenges in International Relations but not in Electronic Engineering. Finally, Electronic Engineering students experienced significantly different levels of linguistic-related challenges in each language skill when at a lower proficiency (A2) compared to a higher proficiency (B2). In International Relations, a proficiency threshold was more evident; students experienced significantly higher levels of linguistic-related challenges as proficiency decreased. Important pedagogical implications of this established relationship between language proficiency, language gain, and language-related challenges in two academic divisions are discussed.
•English language proficiency predicts EMI students' academic language related challenges.•The higher English language proficiency, the lower academic language-related challenges regardless of academic subject.•Language proficiency threshold varies according to the academic division.•There is an apparent proficiency threshold for International Relations students – B2 level of English proficiency. This article reports a quantitative empirical study that explored the relationship between English language proficiency and academic language-related challenges experienced by students when studying through English Medium Instruction (EMI). Questionnaire data using the EMI Challenges Scale and student English language test score data were collected at a public university in Turkey. Two academic subjects were compared: International Relations (a Social Science subject, n = 99) and Electronic Engineering (a Mathematics, Physical and Life Sciences subject, n = 99). Results revealed that in both subjects, English language proficiency statistically significantly predicted academic language-related challenges. Furthermore, a gain in English proficiency significantly predicted the challenges in International Relations but not in Electronic Engineering. Finally, Electronic Engineering students experienced significantly different levels of linguistic-related challenges in each language skill when at a lower proficiency (A2) compared to a higher proficiency (B2). In International Relations, a proficiency threshold was more evident; students experienced significantly higher levels of linguistic-related challenges as proficiency decreased. Important pedagogical implications of this established relationship between language proficiency, language gain, and language-related challenges in two academic divisions are discussed. |
| ArticleNumber | 102651 |
| Author | Soruç, Adem Yuksel, Dogan Curle, Samantha Altay, Mehmet |
| Author_xml | – sequence: 1 givenname: Adem surname: Soruç fullname: Soruç, Adem email: A.Soruc@bath.ac.uk organization: Department of Education, University of Bath, UK – sequence: 2 givenname: Mehmet orcidid: 0000-0001-7227-5685 surname: Altay fullname: Altay, Mehmet email: mehmet.altay@kocaeli.edu.tr organization: Department of Foreign Language Education, Kocaeli University, Turkey – sequence: 3 givenname: Samantha orcidid: 0000-0003-3790-8656 surname: Curle fullname: Curle, Samantha email: samanthamcurle@gmail.com organization: Department of Education, University of Bath, Bath, United Kingdom – sequence: 4 givenname: Dogan surname: Yuksel fullname: Yuksel, Dogan email: doganyuksel@gmail.com organization: Department of Foreign Language Education, Kocaeli University, Turkey |
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| Keywords | Language gain Higher education (HE) English medium instruction (EMI) Challenges English language proficiency Discipline-based differences |
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| Title | Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain |
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