English Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions

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dc.contributor.authorÖzer, Ömer
dc.date.accessioned2025-01-06T17:23:40Z
dc.date.available2025-01-06T17:23:40Z
dc.date.issued2020
dc.departmentAdana Alparslan Türkeş Bilim ve Teknoloji Üniversitesi
dc.description.abstractUniversities offering English Medium Instruction (EMI) programmes have been gaining in popularity in higher education across theglobe. The reasons why students favour EMI programmes and how the medium of language affects employment outcomes have been amatter of debate. However, lecturers’ views on the quality of EMI programmes are often ignored, although they are of vital importance aslecturers are key actors in the process itself. This paper both examines the language-related challenges which academics experience whenadjusting to the demands of EMI and also provides an overview of teaching practices in EMI undergraduate programmes. To this end, thestudy seeks to shed light on three research questions: (1) Which teaching practices do EMI lecturers use? (2) What are EMI lecturers’views on the implementation of EMI? and (3) What areas of improvement can be identified to enhance the effectiveness of EMI throughin-service training? The study comprises quantitative and non-experimental research; it was based on the findings of a survey of academicsworking in a state university in southern Turkey. To investigate the faculty members’ views, a questionnaire was developed based on aliterature review and expert opinions and was distributed to 113 faculty members of different academic ranks. Overall, the results showthat the content lecturers seemed to be using a variety of methodological teaching practices in class. However, the use of the native languageby lecturers to help students’ comprehension needs to be studied carefully. Most of the participants agreed that EMI necessitates tailoredtraining. The faculty members also believed that there has to be a collaboration between the content lecturers and the language teachers inthe Preparatory Year Programme (PYP). By examining content lecturers’ teaching practices and views on the implementation of EMI, thefindings of this study can help university administrators to evaluate and enhance the effectiveness of EMI programmes.
dc.identifier.doi10.5961/jhes.2020.370
dc.identifier.endpage95
dc.identifier.issn2146-5959
dc.identifier.issn2146-5967
dc.identifier.issue1
dc.identifier.startpage88
dc.identifier.trdizinid398347
dc.identifier.urihttps://doi.org/10.5961/jhes.2020.370
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/398347
dc.identifier.urihttps://hdl.handle.net/20.500.14669/885
dc.identifier.volume10
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofYükseköğretim ve Bilim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241211
dc.titleEnglish Medium Instruction at Tertiary Level in Turkey: A Study of Academics’ Needs and Perceptions
dc.typeArticle

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