English Medium Instruction (EMI) in university courses is expected to have positive effects on university students’ English language learning in non-English-speaking countries since they can learn English on campus (Macaro, 2018). For successful second language learning, efficient use of L2 learning strategies is essential (Oxford, 2017; Cohen & Wang, 2018). The goal of this study is to investigate, through qualitative research, how the experiences of EMI impact students’ learning strategies for effective English learning. The data for this research were collected through class observations of 88 students in two EMI classes and in-depth interviews with two focus groups of five students and instructors at a Korean national university from April, 2019 to June, 2019. One of the classes was for first-year students who were taking an EMI course for the first time and the other for second or third-year students who had taken more than two EMI classes before. My data analysis has brought out the following findings: (1) students who had taken more EMI classes used more learning strategies than the others, (2) students used social strategies more often than the other strategies to understand complicated subject matters such as syntax, and (3) students combined different strategies to increase their understanding. The conclusion this research leads to is that students perceive EMI courses as effective and helpful for their English language learning and that more experiences of EMI can increase their use of learning strategies, which would facilitate their English learning.
Hyunjung Lee, University of Arizona, United States
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the IICEHawaii2020 Conference Proceedings (View)
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