English-medium teaching in Korean higher education: policy debates and reality

By K. Byun, H. Chu, Minjung Kim, Innwoo Park, Suhong Kim, Juyoung Jung. 2011

387 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d4bf5f0f7db00f9b9c61d83db160ff5211fc8448

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Citations in the corpus

The emergence of a regional hub: comparing international student choices and experiences in South Korea (2014, background): “, Byun et al. 2011) on Korean universities indicated that EMI may have positive effects on students’ learning outcomes in terms of improving students’ overall English proficiency, despite some criticism on its implementation (i.e., the compulsory enforcement of EMI without regard to students’/instru”
Taiwanese Students’ Experiences and Attitudes towards English-Medium Courses in Tertiary Education (2014, background): “First, their instructors may have simplified the lecture content or covered less material in anticipation of comprehension difficulties, resulting in reduced disciplinary learning (Byun et al., 2011).”
Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting (2016, background): “There are, nevertheless, a small number of studies (see for example, Kirkgöz, 2005; Sert, 2008 in Turkey; Byun et al., 2011 in Korea) which generally claim that L2 students will have more difficulties in the learning of .”
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…”
Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019, background): “While some studies surveying teacher and student beliefs have reported positive responses to the effectiveness of EMI in improving students’ English (Aguilar and Rodríguez 2012; Belhiah and Elhami 2015; Byun et al. 2011), there are also contexts where students do not find EMI beneficial (Bozdoğan an”
Why Do Students Choose English as a Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-Native English Speakers (2015, background): “With respect to EMI, several nonEuropean studies document that job advantages are a main reason for choosing EMI (Byun et al., 2011; Diab, 2006; Tung et al., 1997; Yang & Lau, 2003).”
English as a medium of instruction: students’ strategies (2018, background): “But why, we might ask, would countries where English is not the native language, or where English has never even been historically important, want to set up courses where English is the medium of instruction? According to Dearden and Macaro (2016), two of the most salient reasons relate to the desir”
Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison. (2016, positive): “Similar positive views were also expressed in a Korean study (Byun et al., 2011), but concerns were articulated regarding whether students had the necessary English proficiency levels to cope at the beginning of the course, and whether sufficient support systems were available for EMI teachers.”