Araştırma Makalesi

Does English Medium Instruction (EMI) Make a Difference on Student Motivation?

Cilt: 1 Sayı: 1 27 Aralık 2017
  • İşıl Atlı *
  • Dalga Özal
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Does English Medium Instruction (EMI) Make a Difference on Student Motivation?

Öz

English Medium Instruction (EMI) has been a growingly popular practice in public and private universities around Turkey. Following the trend of internationalization overeagerly, Turkish universities have started undergraduate and graduate programs run partially or fully in English, yet they have given not enough thought to what it requires to teach and learn an academic subject in an additional language. Decision makers at the tertiary level have often regarded English language proficiency as the only indicator of success in these programmes and mistakenly believed that the required English proficiency level could be attained within a year through the Preparatory Year English Language Programme (PYP) offered by the language school of the university. However, it has been seen that in many cases, these one-year-long intensive English programmes have failed to meet the needs of the students preparing to study their prospective academic fields in English, and low student motivation has been observed as a major hindrance. The aim of this study is to find out if choosing an EMI programme has a positive effect on student motivation and English language proficiency and to discover if there is a positive correlation between student motivation and academic achievement. For that purpose, during the spring semester of the academic year 2016-2017, 40 PYP students  enrolled in an EMI programme run fully (100%) in English, 40 PYP students enrolled in an EMI programme run partially (30%) in English and 40 PYP students enrolled in a programme run completely in Turkish were given Gardners Attitude/Motivation Test Battery Questionnaire. Then students end-of-the-year test scores were collected to identify if there is a correlation between student achievement and motivation in these three groups of students. Based on the findings, pedagogical implications for PYPs will be discussed. 

Anahtar Kelimeler

Kaynakça

  1. Al-Tamimi, A. & Shuib, M. (2009). Motivation and Attitudes towards Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout University of Science and Technology. Journal of Language Studies, 9(2), 29-55.
  2. Al-Zubeiry, H. Y. A. (2012). The Socio Psychological Orientations of Saudi Learners of English as a Foreign Language. Umm Al-Qura University Journal of Languages and Literature, 8, 13-52.
  3. Brown, D. (2000). Principles of Language Learning and Teaching. NY: Longman.
  4. Coyle, D. & Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. UK: Cambridge University Press.
  5. Çetinkaya, G. (2017). The Relationship among Language Learning Strategies, Motivation and Academic Achievement of Unıversity Preparatory School Students. Unpublished MA Thesis, Abant İzzet Baysal University, Bolu.
  6. Dearden, J. (2014). English as a Medium of Instruction- a Growing Global Phenomenon. [Available Online at https://www.teachingenglish.org.uk/article/english-a-medium-instruction-%E2%80%93-a-growing-global-phenomenon, Retrieved on November 11, 2015.]
  7. Doiz, A. & Lagabaster, D. & Sierra, J. M. (2014). CLIL and Motivation: The Effect of Individual and Contextual Variables. The Language Learning Journal, 42(2), 209-224.
  8. Dörnyei, Z. (2005). The Psychology of Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Dilbilim, Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

İşıl Atlı * Bu kişi benim
Türkiye

Dalga Özal Bu kişi benim

Yayımlanma Tarihi

27 Aralık 2017

Gönderilme Tarihi

28 Aralık 2017

Kabul Tarihi

28 Aralık 2017

Yayımlandığı Sayı

Yıl 2017 Cilt: 1 Sayı: 1

Kaynak Göster

APA
Atlı, İ., & Özal, D. (2017). Does English Medium Instruction (EMI) Make a Difference on Student Motivation? Journal of Language Research, 1(1), 25-36. https://izlik.org/JA47TD59YE
AMA
1.Atlı İ, Özal D. Does English Medium Instruction (EMI) Make a Difference on Student Motivation? JLR. 2017;1(1):25-36. https://izlik.org/JA47TD59YE
Chicago
Atlı, İşıl, ve Dalga Özal. 2017. “Does English Medium Instruction (EMI) Make a Difference on Student Motivation?”. Journal of Language Research 1 (1): 25-36. https://izlik.org/JA47TD59YE.
EndNote
Atlı İ, Özal D (01 Aralık 2017) Does English Medium Instruction (EMI) Make a Difference on Student Motivation? Journal of Language Research 1 1 25–36.
IEEE
[1]İ. Atlı ve D. Özal, “Does English Medium Instruction (EMI) Make a Difference on Student Motivation?”, JLR, c. 1, sy 1, ss. 25–36, Ara. 2017, [çevrimiçi]. Erişim adresi: https://izlik.org/JA47TD59YE
ISNAD
Atlı, İşıl - Özal, Dalga. “Does English Medium Instruction (EMI) Make a Difference on Student Motivation?”. Journal of Language Research 1/1 (01 Aralık 2017): 25-36. https://izlik.org/JA47TD59YE.
JAMA
1.Atlı İ, Özal D. Does English Medium Instruction (EMI) Make a Difference on Student Motivation? JLR. 2017;1:25–36.
MLA
Atlı, İşıl, ve Dalga Özal. “Does English Medium Instruction (EMI) Make a Difference on Student Motivation?”. Journal of Language Research, c. 1, sy 1, Aralık 2017, ss. 25-36, https://izlik.org/JA47TD59YE.
Vancouver
1.İşıl Atlı, Dalga Özal. Does English Medium Instruction (EMI) Make a Difference on Student Motivation? JLR [Internet]. 01 Aralık 2017;1(1):25-36. Erişim adresi: https://izlik.org/JA47TD59YE