Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

By Jeong-yeon Kim, Bradley Tatar, Jinsook Choi. 2014

103 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6d3b4ea651a63974317885cd0cb5409149daa717

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Julie Dearden
2. Jack K. H. Pun
3. Soo-Ok Kweon
4. E. Macaro
5. Samantha Curle
6. S. Graham
7. Karen E. Roehr
8. N. Kelly

In Language and Linguistics

1. Jack K. H. Pun
2. E. Macaro
3. Julie Dearden
4. Soo-Ok Kweon
5. Samantha Curle
6. Y. Lo
7. N. Kelly
8. Jennifer Bruen

In Literature and Literary Theory

1. Jack K. H. Pun
2. Samantha Curle
3. E. Macaro
4. Julie Dearden
5. Jiangshan An
6. Y. Lo
7. S. Graham
8. Karen E. Roehr

Citations in the corpus

• Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes (2017, background): “In their study of EMI culture experienced by Korean university students, Kim, Tatar, and Choi (2014) observed that Korean students’ need to use L1 in EMI classes was correlated with their desire for academic achievement.”
• A systematic review of English medium instruction in higher education (2017, background): “Kim et al. (2014), also in Korea, found correlations between self-assessed language competence and confidence with academic subject learning.”