Investigating academic achievement of English medium instruction courses in Turkey
pdf

Keywords

English medium instruction
academic success
Turkish medium instruction
general English proficiency
higher education

How to Cite

Altay, M., Curle, S., Yuksel, D., & Soruç, A. (2022). Investigating academic achievement of English medium instruction courses in Turkey. Studies in Second Language Learning and Teaching, 12(1), 117–141. https://doi.org/10.14746/ssllt.2022.12.1.6

Number of views: 2522


Number of downloads: 1431

Abstract

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.

https://doi.org/10.14746/ssllt.2022.12.1.6
pdf

References

Aizawa, I., & Rose, H. (2019). An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education, 77(6), 1125-1142. https://doi.org/10.1007/s10734-018-0323-5

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. https://doi.org/10.1080/01434632.2012.670241

Brooks, L. W., & Dansereau, D. F. (1987). Transfer of information: An instructional perspective. In S. M. Cormier & J. D. Hagman (Eds.), Transfer of learning (pp. 121-150). Academic Press. https://doi.org/10.1016/B978-0-12-188950-0.50011-4

Cambridge ESOL. (2014). Preliminary English Test. Cambridge English Qualifications. https://www.cambridgeenglish.org/exams-and-tests/preliminary/

Cohen, M. P. (1998). Determining sample sizes for surveys with data analyzed by hierarchical linear models. Journal of Official Statistics, 14(3), 267-275. https://www.scb.se/contentassets/ff271eeeca694f47ae99b942de61df83/determining-sample-sizes-for-surveys-with-data-analyzed-by-hierarchical-linear-models.pdf

Coyle, D. (2008). CLIL: A pedagogical approach from the European perspective. In N. Van Deusen-Scholland & N. Hornberger (Eds.), Encyclopedia of language and education: Second and foreign language education (2nd ed., Vol. 4, pp. 97-111). Springer. https://doi.org/10.1007/978-0-387-30424-3_92

Cummins, J. (2017). Teaching for transfer in multilingual school contexts. In O. García et al. (Eds.), Encyclopedia of language and education: Bilingual and multilingual education (3rd ed., pp. 103-115). Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-319-02258-1_8

Curle, S., Yuksel, D., Soruç, A., & Altay, M. (2020). Predictors of English medium instruction academic success: English proficiency versus first language medium. System, 95. https://doi.org/10.1016/j.system.2020.102378

Dafouz, E., Camacho, M., & Urquia, E. (2014). “Surely they can’t do as well:” A comparison of business students’ academic performance in English-medium and Spanish-as-a-first-language medium programs. Language and Education, 28(3), 223-236. https://doi.org/10.1080/09500782.2013.808661

Dearden, J., Akincioglu, M., & Macaro, E. (2016). EMI in Turkish universities: Collaborative planning and student voices. Oxford University Press. https://doi.org/10.13140/RG.2.2.15435.39204

Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486. https://doi.org/10.14746/ssllt.2016.6.3.5

Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.). (2013). English-medium instruction at universities: Global challenges. Multilingual Matters.

Dong, Y. R. (2002). Integrating language and content: How three Biology teachers work with non-English speaking students. International Journal of Bilingual Education and Bilingualism, 5(1), 40-57. https://doi.org/10.1080/13670050208667745

Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.

Geranpayeh, A., & Taylor, L. (Eds.). (2013). Examining listening: Research and practice in assessing second language listening. Cambridge University Press.

Halliday, M. A. K. (2004). The language of science. In J. Webster (Ed.), The collected works of M.A.K. Halliday. Continuum.

Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13, 21-40. https://doi.org/10.1007/s10993-013-9298-3

Kang, S., & Park, H. (2005). English as the medium of instruction in Korean engineering education. Korean Journal of Applied Linguistics, 21, 155-174.

Karakas, A. (2016). Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes, 18(3), 242-257. https://doi.org/10.1080/13488678.2016.1229831

Khalifa, H., & Weir, C. J. (2009). Examining reading. Ernst Klett Sprachen.

Kırkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Journal of Language and Linguistic Studies, 1(1), 101-123.

Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of English in higher education: Reflections on recent language policy developments. Higher Education, 67, 533-549. https://doi.org/10.1007/s10734-013-9660-6

Lemberger, N., & Vinogradova, O. (2002). Russian bilingual science learning: Perspectives from secondary students. International Journal of Bilingual Education and Bilingualism, 5(1), 58-71. https://doi.org/10.1080/13670050208667746

Li, M. (2018). The effectiveness of a bilingual education program at a Chinese university: A case study of social science majors. International Journal of Bilingual Education and Bilingualism, 21(8), 897-912. https://doi.org/10.1080/13670050.2016.1231164

Macaro, E. (2018). English medium instruction. Oxford University Press. https://doi.org/10.30687/978-88-6969-227-7/001

Macaro, E., & Akincioglu, M. (2018). Turkish university students’ perceptions about English medium instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256-270. https://doi.org/10.1080/01434632.2017.1367398

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350

May, R. W., & Casazza, S. P. (2012). Academic major as a perceived stress indicator: Extending stress management intervention. College Student Journal, 46(2), 264-273. https://eric.ed.gov/?id=EJ994215

Merton, R. (1968). The Matthew effect in science. Science, 159(3810), 56-63. https://doi.org/10.1126/science.159.3810.56

Neumann, R. (2001). Disciplinary differences and university teaching. Studies in Higher Education, 26(2), 135-146. https://doi.org/10.1080/03075070120052071

Olivares, R. A. (2002). Communication, constructivism, and transfer of knowledge in the education of bilingual learners. International Journal of Bilingual Education and Bilingualism, 5(1), 4-19. https://doi.org/10.1080/13670050208667743

OSYM Manual. (2019, December 16). Manual of student selection and placement center of Turkey. https://www.osym.gov.tr/TR,16858/2019-yuksekogretim-programlari-ve-kontenjanlari-kilavuzu.html

Roothooft, H. (2019). Spanish lecturers’ beliefs about English medium instruction: STEM versus humanities. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1707768

Rose, H., & McKinley, J. (2020). The Routledge handbook of research methods in applied linguistics. Routledge.

Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161.

Shaw, S. D., & Weir, C. J. (2007). Examining writing: Research and practice in assessing second language writing. Cambridge University Press.

Soruç, A., Altay, M., Curle, S., & Yüksel, D. (2021). Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain. System, 103, 102651. https://doi.org/10.1016/j.system.2021.102651

Soruç, A., Dinler, A., & Griffiths, C. (2018). Listening comprehension strategies of EMI students in Turkey. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 265-287). Springer. https://doi.org/10.1007/978-3-319-70214-8_15

Soruç, A., & Griffiths, C. (2018). English as a medium of instruction: Students’ strategies. ELT Journal, 72(1), 38-48. https://doi.org/10.1093/elt/ccx017

Taylor, L. (Ed.). (2011). Examining speaking: Research and practice in assessing second language speaking (Vol. 30). Cambridge University Press.

Terraschke, A., & Wahid, R. (2011). The impact of EAP study on the academic experiences of international postgraduate students in Australia. Journal of English for Academic Purposes, 10(3), 173-182. https://doi.org/10.1016/j.jeap.2011.05.003

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1). https://doi.org/10.1080/13670050.2019.1651819

Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277. https://dergipark.org.tr/tr/download/article-file/650416

Ullman, M. T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In C. Sanz (Ed.), Mind and context in adult second language acquisition (pp. 141-178). Georgetown University Press.

University of Oxford. (2020). Divisions and departments. http://www.ox.ac.uk/about/divisions-and-departments

Ward, J. (1999). How large a vocabulary do EAP engineering students need? Reading in a Foreign Language, 12, 309-323. https://eric.ed.gov/?id=EJ601601

Ward, J. (2009). EAP reading and lexis for Thai engineering undergraduates. Journal of English for Academic Purposes, 8, 294-301. https://doi.org/10.1016/j.jeap.2009.10.002

Watson, A. M., Newman, R. M. C., & Morgan, S. D. (2021). Metatalk and metalinguistic knowledge: The interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching. Language Awareness, 30(3), 257-275. https://doi.org/10.1080/09658416.2021.1905655

Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Open University Press.

Wolfsberger, M. (2012). L1 to L2 writing processes and strategy transfer: A low at lower proficiency writers. TESL EJ, 72, 1-5. http://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a6/

Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585-597.

Yuksel, D., Soruç, A., Altay, M., & Curle, S. (2021). A longitudinal study at an English Medium Instruction university in Turkey: The interplay between English language improvement and academic success. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0097