Lecture Comprehension in English-Medium Higher Education
By G. Hellekjær. 2017
170 citations recorded by the source corpus.
In European higher education the growing number of English-Medium (EM) courses, i.e. non-language subjects taught through English, has led to discussion about, and research on, whether the use of a foreign language for instruction has a negative impact on teaching and learning. The present quantitative study investigates this issue by comparing student lecture comprehension in English and the first language (L1) at three Norwegian and two German institutions of higher education, with a sample comprising 364 Norwegian and 47 German student respondents. It compares self-assessment scores for lecture comprehension in English and the L1. Analysis shows that while the difference between English and L1 scores was not substantial, a considerable number of students still had difficulties understanding the English-Medium lectures. Among the main problems, which in fact were similar in English and the L1, were difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. The study argues the need to improve the quality of lecturing in English and L1 as well as the lecturers’ and students’ English proficiency.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/280a1d47361f566a30deadeae5732c5a43c620c5
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Citations in the corpus
- Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables (2018, background): “Countryspecific papers refer to ‘dramatic increases’ (Hellekjaer 2010, 11 in Norway), ‘one of the most substantial [educational] developments’ (Byun et al. 2011, 432 in Korea), a trend ‘likely to continue and nurture itself’ (Tatzl and Messnarz 2013, 620 in Austria) and the ‘rapid growth of EMI in…”
- Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “A growing body of EMI research has been carried out to document challenges encountered by L2 English students in adjusting to the demands of EMI programmes (e.g. Hellekjær, 2010; Tsuneyoshi, 2005; Wilkinson, 2013).”