Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes

By Eun Gyong Kim, Soo-Ok Kweon, Jeong-yeon Kim. 2017

113 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b5760eb93e1b65cefba7d4b96f54990131565858

How researchers see this paper

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

In Language and Linguistics

1. A. Jiang
2. Lawrence Jun Zhang
3. Lin Sophie Teng
4. R. Erlam
5. Aijiao Wu
6. Christine Goh
7. (Mark) Feng Teng
8. Hossein Tavakoli

In Literature and Literary Theory

1. A. Jiang
2. Lawrence Jun Zhang
3. R. Erlam
4. Aijiao Wu
5. Christine Goh
6. Hossein Tavakoli
7. Donglan Zhang

Citations in the corpus

• Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019, background): “2011), there are also contexts where students do not find EMI beneficial (Bozdoğan and Karlıdağ 2013; Kim et al. 2017).”