English-Medium Masters' Programmes at an Austrian University of Applied Sciences: Attitudes, Experiences and Challenges.

By Dietmar Tatzl. 2011

188 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9b92dc7d5f73fb7de365d78cc3ef14001b63dff2

How researchers see this paper

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

In Education

1. Ikuya Aizawa
2. M. Camacho‐Miñano
3. Gene Thompson
4. Emma Dafouz
5. H. Rose
6. Samantha Curle

In Language and Linguistics

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. M. Camacho‐Miñano
6. Emma Dafouz
7. R. Winland
8. Wanying Xie

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. M. Camacho‐Miñano
6. Emma Dafouz
7. R. Winland
8. Wanying Xie

Citations in the corpus

• Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting (2016, background): “…EMI settings students often change their learning strategies in a number of ways: reading sections of work before attending lectures or not taking notes in class in order to listen more attentively (see also Tatzl, 2011 for the Austrian context; Vinke, Snippe & Jochems, 1998 in The Netherlands).”
• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “Results surrounding reading difficulties also corroborate previous EMI research that found students experience difficulties understanding and completing assigned reading tasks (Tatzl, 2011).”