Insights into the implementation of English medium instruction at Vietnamese Universities: exploring the learning experiences of business students
Tóm tắt: 36
| 
PDF: 23 
##plugins.themes.academic_pro.article.main##
Author
Từ khóa:
English Medium Instruction for non-language subjects
students
perceptions
challenges
globalization
internationalization
Vietnam
Tóm tắt
This study critically examines the effectiveness of English-medium instruction (EMI) at Vietnamese universities through students’ perspectives. Data is collected via 10 focus group interviews with undergraduate students enrolling in Business courses at four universities in Ho Chi Minh City, Vietnam. The findings show that most of the students favor EMI. However, they face difficulties in dealing with demands of their programs. Students take the challenges for granted, having a strong belief in the social and economic returns of EMI. Still, the extent to which students obtain prestigious, well-paid jobs as a result of their EMI experiences has yet to be demonstrated. The move to EMI programs at universities in Vietnam and in Asian countries is gathering momentum. The imperative now is to make them as effective as possible.
Tài liệu tham khảo
-
[1] Airey, J., & Linder, C. (2006). Language and the experience of learning university Physics in Sweden. European Journal of Physics, 27(3), 553-560.
[2] Bolton, K., & Kuteeva, M. (2012). English as an academic language at a Swedish university: Parallel language use and the ‘threat’ of English. Journal of Multilingual and Multicultural Development, 33(5), 429-447.
[3] Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English medium teaching in Korean higher education: Policy, debates and reality. Higher Education, 62(4), 431-449.
[4] Campbell, J., & Li, M. (2008). Asian students’ voices: An empirical study of Asian students’ learning experiences at a New Zealand university. Journal of Studies in International Education, 12(4), 375-396.
[5] Costa, F., & Coleman, J. A. (2012). A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism.
[6] Do, H. T. (2006). The role of English in Vietnam's foreign language policy: A brief history. Paper presented at the 19th Annual English Australia Conference, Perth, Western Australia.
[7] Evans, S., & Morrison, B. (2011). Meeting the challenges of English medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198-208.
[8] Ha Anh (Producer). (2013). Chương trình tiên tiến đang..thụt lùi [Advanced programs are moving backwards]. Retrieved from http://thanhnien.vn/giao-duc/chuong-trinh-tien-tien-dang-thut-lui-8583.html
[9] Hamid, M. O., Jahan, I., & Islam, M. (2013). Medium of instruction policies and language practices, ideologies and institutional divides: Voices of teachers and students in a private university in Bangladesh. Current Issues in Language Planning, 14(1), 144-163.
[10] Hellekjær, G. (2005). The acid test: Does upper secondary EFL instruction effectively prepare Norwegian students for the reading of English textbooks at colleges and universities? (Unpublished doctoral dissertation), University of Oslo, Oslo, Norway.
[11] Hellekjaer, G. (2010). Language matters: Assessing lecture comprehension in Norwegian English medium higher education. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language use and language learning in CLIL classroom (pp. 233-258). Amsterdam: John Benjamins.
[12] Manakul, W. (2007). English in engineering education for Japanese graduate students. Australasian Association of Engineering Education, 13(2), 53-63.
[13] Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousands Oaks, CA: Sage.
[14] Nunan, D. (2003). The impact of English as a global language on educational policies and practice in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
[15] Pham, T. L. (2010). Should we use English as the medium of instruction in Vietnamese universities? Paper presented at the Phat trien va giu gin su trong sang cua tieng Viet trong thoi ky hoi nhap quoc te hien nay [Promoting and preserving the purity of Vietnamese language in the current era of global integration], Hochiminh University of Foreign Languages and Information Technology (HUFLIT), Hochiminh City, Vietnam. http://lypham.net/joomla/index.php?option=com_content&task=view&id=190
[16] Tatzl, D. (2011). English medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10(4), 252–270.
[17] Tollefson, J. W., & Tsui, A. B. M. (2004). Contexts of medium of instruction policy. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 283-294). Mahwah, NJ: Lawrence Erlbaum.
[18] Vinke, A. A., Snippe, J., & Jochems, W. (1998). English medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394.
[19] Vu, T. T. N., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The journal of Asia TEFL, 11(3), 1-31.
Xem thêm
##plugins.themes.academic_pro.article.sidebar##
Đã Xuất bản
Dec 31, 2017
Download
Cách trích dẫn
Le Thi Thuy Nhung. “Insights into the Implementation of English Medium Instruction at Vietnamese Universities: Exploring the Learning Experiences of Business Students”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 12, số p.h 121, Tháng Chạp 2017, tr 53-57, https://jst-ud.vn/jst-ud/article/view/146.
