Research Article
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English as medium of instruction and international posture: From the perspective of students

Year 2019, , 362 - 375, 25.03.2019
https://doi.org/10.17263/jlls.547763

Abstract
























































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English as medium of instruction and international posture: From the perspective of students



Learners’ perceptions have significant effect in educational setting since they are the active participants of the learning process. In this respect, revealing students’ perceptions contributes to the improvement of learning and teaching. With this in mind, this study aimed to investigate English Language Teaching (ELT) students’ International Posture and perceptions of the English as a Medium of Instruction (EMI) courses at a state university. In addition, the purpose of this study is to answer the research question related to the perceptions of students concerning EMI and IP by considering gender differences. The study was conducted with the students of ELT Department in the spring term of 2016 - 2017 academic year at Çanakkale Onsekiz Mart University. A questionnaire and semi-structured interviews were carried out with a view to establishing whether the concepts of International Posture and the students’ perceptions of EMI are interrelated. The quantitative data obtained from the questionnaire was analyzed with the help of SPSS by means of descriptive statistics, Pearson’s Correlation and Mann Whitney U test while content analysis was done for the qualitative data. The current study reported the perceptions of ELT students and revealed the differences and relations with regard to EMI and IP as well as male and female students. As the findings revealed, the students with high international posture have positive attitudes towards EMI. Whereas, there is not a significant correlation between the perceptions of students related to EMI and IP. The findings of this research led to some suggestions for further studies.




Information about Author(s)*



Author 1



Author
(Last name, First name)



 Köksal, Dinçay



Affiliated
institution (University)



 Çanakkale Onsekiz Mart University

Country



 Turkey



Email
address



 koksal.dincay@gmail.com

Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Tercan, Gülşah



Affiliated
institution (University)



Pamukkale University




Country



 Turkey



Email
address



 gulsahtercan@hotmail.com

Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Aliakbari, M., Kamangar, M., & Khany, R. (2016). Willingness to Communicate in English among Iranian EFL Students. English Language Teaching, 9(5), 33.
  • Asmalı, M. (2016). Willingness to Communicate of Foreign Language Learners in Turkish Context. Procedia-Social and Behavioral Sciences, 232, 188-195.
  • Aubrey, S. C. (2010). Influences on Japanese students’ willingness to communicate across three different sized EFL classes (Doctoral dissertation, The University of Auckland).
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: A study on partial English medium instruction at some state universities in Turkey. Procedia-Social and Behavioral Sciences, 116, 1819-1825.
  • Binbaşıoğlu, H & Sad, S. N. (2016). Turkish Tourism Student’s International Posture. MIRDEC Conference on Social, Economic, Business and Educational Science, Budapest, HUNGARY, 24- 26 May.
  • Channa, M. A. (2012). Teachers’ perceptions towards English language as a medium of instructions in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 4(5), 759-764.
  • Civan, A., & Coşkun, A. (2016). The Effect of the Medium of Instruction Language on the Academic Success of University Students. Educational Sciences: Theory & Practice, 16(6).
  • Collins, J. B. (2013). Willingness to Communicate and International Posture in the L2 classroom: An exploratory study into the predictive value of Willingness to Communicate (WTC) and International Posture questionnaires, and the situational factors that influence WTC. Polyglossia: the Asia-Pacific's voice in language and language teaching, 25, 61-81.
  • Corrales, K. A., Rey, L. A. P., & Escamilla, N. S. (2016). Is EMI enough? Perceptions from university professors and students. Latin American Journal of Content & Language Integrated Learning, 9(2).
  • Courtney, M. G. R. (2008). International posture, L2 motivation, and L2 proficiency among South Korean tertiary EFL learners (Doctoral dissertation, The University of Waikato).
  • Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-mediuminstruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
  • Dearden, J. (2014). English as a medium of instruction–a growing global phenomenon. British Council. Online:http://www.britishcouncil.org/education/ihe/knowledge-centre/english-languagehigher-education/report-english-medium-instruction (accessed 2/2/2016).
  • Dorasamy, R.S (2012). The impact of English as medium of instruction on the academic performance of second language learners in the further education and training band at schools in KwaZulu-Natal (Unpublished Doctoral thesis. Durban: Durban University of technology).
  • Elwood, J. A., & Monoi, N. (2015). Measuring Carefully: Validating the International PostureChild Instrument. JALT journal: the research journal of the Japan Association for LanguageTeaching, 37(2), 119-146.
  • Fallah, N., & Mashhady, H. (2014). Testing a model of L2 communication among Iranian EFL learners: A path analysis framework, Applied Research on English Language, (4), 59-77.
  • Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. University of Hawai'I Second Langauge Studies Paper 20 (2), 29-70.
  • Hellekjaer, G. O. (2010). Assessing lecture comprehension in Norwegian English-medium higher education. Language use and language learning in CLIL classrooms, 7, 233.
  • Hengsadeekul, C., Hengsadeekul, T., Koul, R., & Kaewkuekool, S. (2010). English as a medium of instruction in Thai universities: A review of literature. In Selected Topics in Education and Education Technology: Proceedings from the 9th WSEAS International Conference on Education and Educational Technology (pp. 89-94).
  • 372 Dinçay Köksal, Gülşah Tercan/ Journal of Language and Linguistic Studies, 15(1) (2019) 362–375 Hilliard, A. (2015). Tanzanian Students' Attitudes Toward English. TESOL Journal, 6(2), 252-280.
  • Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction 71-78.
  • Ismail, W. R., Mustafa, Z., Muda, N., Abidin, N. Z., Isa, Z., Zakaria, A. M. & Rafee, N. M. (2011). Students’ inclination towards English language as medium of instruction in the teaching of science and mathematics. Procedia-Social and Behavioral Sciences, 18, 353-360.
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers’ attitudes towards English as the medium of instruction. Ibérica, 22(22), 13-33.
  • Khan, H. I. (2013). An investigation of two universities’ postgraduate students and their teachers’ perceptions of policy and practice of English medium of instruction (EMI) in Pakistani universities (Doctoral dissertation, University of Glasgow).
  • Kim, J. Y. (2014). College EFL learners' speaking motivation under English-medium instruction policy. Journal of Asia TEFL, 11 (1), pp.37-64.
  • Kim, E. G., Kweon, S. O., & Kim, J. (2017). Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes. Journal of Multilingual and Multicultural Development, 38(2), 130-145.
  • Kirkpatrick, A. (2011). Internationalization or Englishization: Medium of instruction in todays’ universities. (Working Paper Series No. 2011/003). Hong Kong: Centre for Governance and Citizenship. Hong Kong Institute of Education.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies– International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(12), 443-459.
  • Kym, I., & Kym, M. H. (2014). Students’ perceptions of EMI in higher education in Korea. The Journal of Asia TEFL, 11(2), 35-61.
  • Lauri, M. (2011). Triangulation of data analysis techniques. Papers on Social Representations, 20, 34.1-34.15.
  • Macnee, C. L., & McCabe, S. (2008). Understanding nursing research: Using research in evidencebased practice. Lippincott Williams & Wilkins.
  • Mahmoodi, N., Ghafoori, N., & Amini, D. (2013). Exploring the Relationship between International Posture and Willingness to Communicate in Iranian EFL context. Life Science Journal, 10(6s).
  • Marsh, D. (2006). English as medium of instruction in the new global linguistic order: Global characteristics, local consequences. Finland: UNICOM, Continuing Education Centre, University of Jyva¨skyla¨.http://www.metsmac.org./2007/proceedings/2006/Marsh- DMETSMaC2006.pdf (accessed July 9, 2010)
  • Mlay, N. (2010). The Influence of the Language of Instruction on Students’ Academic Performance in Secondary Schools: A comparative study of urban and rural schools in (Doctoral dissertation, University of Oslo).
  • Munhall, P. L., & Oiler, C. (2001). Language and nursing research. PL Munhall (Ed.), Nursing research: A qualitative perspective, 3-35.
  • Mystkowska-Wiertelak, A., & Pietrzykowska, A. (2011). L2 willingness to communicate (WTC) and international posture in the Polish educational context. Studies in Second Language Learning and Teaching, 1(1), 119-134.
  • Nishida, R. (2013). The L2 Self, Motivation, International Posture, Willingness to Communicate and Can-Do among Japanese University Learners of English. Language Education & Technology, (50), 43-67.
  • Nunan, D & Bailey, K. M. (2009). Exploring Second Langauge Classroom Research: A Comprehensive Guide, Heinle ELT.
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275.
  • Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2(1), 33-59.
  • Piggin, G. (2010). A case study of how international posture affects Japanese EFL learners' L2 willingness to communicate. 文教大学国際学部紀要, 21(1), 1-14.
  • Rahmadani, D. (2016). Students’ Perception of English as a Medium of Instruction (EMI) in English Classroom. Journal on English as a Foreign Language, 6(2), 131-144.
  • Saegert, J., Scott, S., Perkins, J., & Tucker, G. R. (1974). A note on the relationship between English proficiency, years of language study and medium of instruction. Language Learning, 24(1), 99-104.
  • Shahzad, M. N., Sajjad, S., Ahmed, M. A., & Asghar, Z. (2013). The role of “radical change” in medium of instruction and its impact on learning. Journal of Language Teaching and Research, 4(1), 36-44.
  • Siridetkoon, P. (2015). Motivation, anxiety and international posture of multiple language learners in Thailand (Doctoral dissertation, Birkbeck, University of London).
  • Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
  • Şener, S. (2014). Willingness to communicate in English as a foreign language among ELT students in Turkey (Unpublished Doctoral Dissertation, Çanakkale: Çanakkale Onsekiz Mart University).
  • Tilahun, A. (2015) Subject Teachers’ Perceptions towards the use of English as a Medium of Instruction to Improve Students’ Language Proficiency. International Journal on Studies in English Language and Literature (IJSELL),3 (9), 18-25.
  • Tsui, A. P. Y., & Ngo, H. Y. (2017). Students’ perceptions of English-medium instruction in a Hong Konguniversity. Asian Englishes, 19(1), 57-78.
  • Ulu, G., Weiwei, F., & Yu, S. (2015). Study of the Relationship between Chinese College Students’ International Posture and Their Intercultural Willingness to Communicate. Chinese Studies, 4(03), 77.
  • Visconde, C. J. (2006). Attitudes of Student Teachers towards the use of English as Language of Instruction for Science and Mathematics in the Philippines. Editors: Paul Robertson and Joseph Jung, 1(3), 7.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004).The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning 54, 119- 152.
  • Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. Motivation, language identity and the L2 self, 144-163.
  • Zare-ee, A., & Gholami, K. (2013). Academic justifications for preferring English as a medium of instruction by Iranian university teachers. Proceedings of the global summit on education, 426431.
  • Wisdom, J. & Creswell, JW. (2013) Mixed Methods: Integrating Quantitative and Qualitative Data Collection and Analysis While Studying Patient-Centered Medical Home Models. Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication.13-0028-EF.
  • Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67-84
Year 2019, , 362 - 375, 25.03.2019
https://doi.org/10.17263/jlls.547763

Abstract

References

  • Aliakbari, M., Kamangar, M., & Khany, R. (2016). Willingness to Communicate in English among Iranian EFL Students. English Language Teaching, 9(5), 33.
  • Asmalı, M. (2016). Willingness to Communicate of Foreign Language Learners in Turkish Context. Procedia-Social and Behavioral Sciences, 232, 188-195.
  • Aubrey, S. C. (2010). Influences on Japanese students’ willingness to communicate across three different sized EFL classes (Doctoral dissertation, The University of Auckland).
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: A study on partial English medium instruction at some state universities in Turkey. Procedia-Social and Behavioral Sciences, 116, 1819-1825.
  • Binbaşıoğlu, H & Sad, S. N. (2016). Turkish Tourism Student’s International Posture. MIRDEC Conference on Social, Economic, Business and Educational Science, Budapest, HUNGARY, 24- 26 May.
  • Channa, M. A. (2012). Teachers’ perceptions towards English language as a medium of instructions in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 4(5), 759-764.
  • Civan, A., & Coşkun, A. (2016). The Effect of the Medium of Instruction Language on the Academic Success of University Students. Educational Sciences: Theory & Practice, 16(6).
  • Collins, J. B. (2013). Willingness to Communicate and International Posture in the L2 classroom: An exploratory study into the predictive value of Willingness to Communicate (WTC) and International Posture questionnaires, and the situational factors that influence WTC. Polyglossia: the Asia-Pacific's voice in language and language teaching, 25, 61-81.
  • Corrales, K. A., Rey, L. A. P., & Escamilla, N. S. (2016). Is EMI enough? Perceptions from university professors and students. Latin American Journal of Content & Language Integrated Learning, 9(2).
  • Courtney, M. G. R. (2008). International posture, L2 motivation, and L2 proficiency among South Korean tertiary EFL learners (Doctoral dissertation, The University of Waikato).
  • Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-mediuminstruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67.
  • Dearden, J. (2014). English as a medium of instruction–a growing global phenomenon. British Council. Online:http://www.britishcouncil.org/education/ihe/knowledge-centre/english-languagehigher-education/report-english-medium-instruction (accessed 2/2/2016).
  • Dorasamy, R.S (2012). The impact of English as medium of instruction on the academic performance of second language learners in the further education and training band at schools in KwaZulu-Natal (Unpublished Doctoral thesis. Durban: Durban University of technology).
  • Elwood, J. A., & Monoi, N. (2015). Measuring Carefully: Validating the International PostureChild Instrument. JALT journal: the research journal of the Japan Association for LanguageTeaching, 37(2), 119-146.
  • Fallah, N., & Mashhady, H. (2014). Testing a model of L2 communication among Iranian EFL learners: A path analysis framework, Applied Research on English Language, (4), 59-77.
  • Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
  • Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. University of Hawai'I Second Langauge Studies Paper 20 (2), 29-70.
  • Hellekjaer, G. O. (2010). Assessing lecture comprehension in Norwegian English-medium higher education. Language use and language learning in CLIL classrooms, 7, 233.
  • Hengsadeekul, C., Hengsadeekul, T., Koul, R., & Kaewkuekool, S. (2010). English as a medium of instruction in Thai universities: A review of literature. In Selected Topics in Education and Education Technology: Proceedings from the 9th WSEAS International Conference on Education and Educational Technology (pp. 89-94).
  • 372 Dinçay Köksal, Gülşah Tercan/ Journal of Language and Linguistic Studies, 15(1) (2019) 362–375 Hilliard, A. (2015). Tanzanian Students' Attitudes Toward English. TESOL Journal, 6(2), 252-280.
  • Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction 71-78.
  • Ismail, W. R., Mustafa, Z., Muda, N., Abidin, N. Z., Isa, Z., Zakaria, A. M. & Rafee, N. M. (2011). Students’ inclination towards English language as medium of instruction in the teaching of science and mathematics. Procedia-Social and Behavioral Sciences, 18, 353-360.
  • Jensen, C., & Thøgersen, J. (2011). Danish university lecturers’ attitudes towards English as the medium of instruction. Ibérica, 22(22), 13-33.
  • Khan, H. I. (2013). An investigation of two universities’ postgraduate students and their teachers’ perceptions of policy and practice of English medium of instruction (EMI) in Pakistani universities (Doctoral dissertation, University of Glasgow).
  • Kim, J. Y. (2014). College EFL learners' speaking motivation under English-medium instruction policy. Journal of Asia TEFL, 11 (1), pp.37-64.
  • Kim, E. G., Kweon, S. O., & Kim, J. (2017). Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes. Journal of Multilingual and Multicultural Development, 38(2), 130-145.
  • Kirkpatrick, A. (2011). Internationalization or Englishization: Medium of instruction in todays’ universities. (Working Paper Series No. 2011/003). Hong Kong: Centre for Governance and Citizenship. Hong Kong Institute of Education.
  • Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies– International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(12), 443-459.
  • Kym, I., & Kym, M. H. (2014). Students’ perceptions of EMI in higher education in Korea. The Journal of Asia TEFL, 11(2), 35-61.
  • Lauri, M. (2011). Triangulation of data analysis techniques. Papers on Social Representations, 20, 34.1-34.15.
  • Macnee, C. L., & McCabe, S. (2008). Understanding nursing research: Using research in evidencebased practice. Lippincott Williams & Wilkins.
  • Mahmoodi, N., Ghafoori, N., & Amini, D. (2013). Exploring the Relationship between International Posture and Willingness to Communicate in Iranian EFL context. Life Science Journal, 10(6s).
  • Marsh, D. (2006). English as medium of instruction in the new global linguistic order: Global characteristics, local consequences. Finland: UNICOM, Continuing Education Centre, University of Jyva¨skyla¨.http://www.metsmac.org./2007/proceedings/2006/Marsh- DMETSMaC2006.pdf (accessed July 9, 2010)
  • Mlay, N. (2010). The Influence of the Language of Instruction on Students’ Academic Performance in Secondary Schools: A comparative study of urban and rural schools in (Doctoral dissertation, University of Oslo).
  • Munhall, P. L., & Oiler, C. (2001). Language and nursing research. PL Munhall (Ed.), Nursing research: A qualitative perspective, 3-35.
  • Mystkowska-Wiertelak, A., & Pietrzykowska, A. (2011). L2 willingness to communicate (WTC) and international posture in the Polish educational context. Studies in Second Language Learning and Teaching, 1(1), 119-134.
  • Nishida, R. (2013). The L2 Self, Motivation, International Posture, Willingness to Communicate and Can-Do among Japanese University Learners of English. Language Education & Technology, (50), 43-67.
  • Nunan, D & Bailey, K. M. (2009). Exploring Second Langauge Classroom Research: A Comprehensive Guide, Heinle ELT.
  • Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275.
  • Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2(1), 33-59.
  • Piggin, G. (2010). A case study of how international posture affects Japanese EFL learners' L2 willingness to communicate. 文教大学国際学部紀要, 21(1), 1-14.
  • Rahmadani, D. (2016). Students’ Perception of English as a Medium of Instruction (EMI) in English Classroom. Journal on English as a Foreign Language, 6(2), 131-144.
  • Saegert, J., Scott, S., Perkins, J., & Tucker, G. R. (1974). A note on the relationship between English proficiency, years of language study and medium of instruction. Language Learning, 24(1), 99-104.
  • Shahzad, M. N., Sajjad, S., Ahmed, M. A., & Asghar, Z. (2013). The role of “radical change” in medium of instruction and its impact on learning. Journal of Language Teaching and Research, 4(1), 36-44.
  • Siridetkoon, P. (2015). Motivation, anxiety and international posture of multiple language learners in Thailand (Doctoral dissertation, Birkbeck, University of London).
  • Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
  • Şener, S. (2014). Willingness to communicate in English as a foreign language among ELT students in Turkey (Unpublished Doctoral Dissertation, Çanakkale: Çanakkale Onsekiz Mart University).
  • Tilahun, A. (2015) Subject Teachers’ Perceptions towards the use of English as a Medium of Instruction to Improve Students’ Language Proficiency. International Journal on Studies in English Language and Literature (IJSELL),3 (9), 18-25.
  • Tsui, A. P. Y., & Ngo, H. Y. (2017). Students’ perceptions of English-medium instruction in a Hong Konguniversity. Asian Englishes, 19(1), 57-78.
  • Ulu, G., Weiwei, F., & Yu, S. (2015). Study of the Relationship between Chinese College Students’ International Posture and Their Intercultural Willingness to Communicate. Chinese Studies, 4(03), 77.
  • Visconde, C. J. (2006). Attitudes of Student Teachers towards the use of English as Language of Instruction for Science and Mathematics in the Philippines. Editors: Paul Robertson and Joseph Jung, 1(3), 7.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
  • Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004).The influence of attitudes and effect on willingness to communicate and second language communication. Language Learning 54, 119- 152.
  • Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. Motivation, language identity and the L2 self, 144-163.
  • Zare-ee, A., & Gholami, K. (2013). Academic justifications for preferring English as a medium of instruction by Iranian university teachers. Proceedings of the global summit on education, 426431.
  • Wisdom, J. & Creswell, JW. (2013) Mixed Methods: Integrating Quantitative and Qualitative Data Collection and Analysis While Studying Patient-Centered Medical Home Models. Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication.13-0028-EF.
  • Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67-84
There are 57 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Dinçay Köksal

Gülşah Tercan

Publication Date March 25, 2019
Published in Issue Year 2019

Cite

APA Köksal, D., & Tercan, G. (2019). English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies, 15(1), 362-375. https://doi.org/10.17263/jlls.547763
AMA Köksal D, Tercan G. English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies. March 2019;15(1):362-375. doi:10.17263/jlls.547763
Chicago Köksal, Dinçay, and Gülşah Tercan. “English As Medium of Instruction and International Posture: From the Perspective of Students”. Journal of Language and Linguistic Studies 15, no. 1 (March 2019): 362-75. https://doi.org/10.17263/jlls.547763.
EndNote Köksal D, Tercan G (March 1, 2019) English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies 15 1 362–375.
IEEE D. Köksal and G. Tercan, “English as medium of instruction and international posture: From the perspective of students”, Journal of Language and Linguistic Studies, vol. 15, no. 1, pp. 362–375, 2019, doi: 10.17263/jlls.547763.
ISNAD Köksal, Dinçay - Tercan, Gülşah. “English As Medium of Instruction and International Posture: From the Perspective of Students”. Journal of Language and Linguistic Studies 15/1 (March 2019), 362-375. https://doi.org/10.17263/jlls.547763.
JAMA Köksal D, Tercan G. English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies. 2019;15:362–375.
MLA Köksal, Dinçay and Gülşah Tercan. “English As Medium of Instruction and International Posture: From the Perspective of Students”. Journal of Language and Linguistic Studies, vol. 15, no. 1, 2019, pp. 362-75, doi:10.17263/jlls.547763.
Vancouver Köksal D, Tercan G. English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies. 2019;15(1):362-75.