Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Turkey

By Yasemin Kırkgöz. 2009

122 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/fbd6a8bfc1d40f1fdc7a1c06ef724768a8d080a4

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. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Mustafa Akıncıoğlu
5. N. Kelly
6. Jennifer Bruen
7. Y. Lo
8. S. Graham

In Literature and Literary Theory

1. E. Macaro
2. Lili Tian
3. Li-feng Chu
4. Mustafa Akıncıoğlu
5. Y. Lo
6. S. Graham
7. Karen E. Roehr
8. N. Kelly

Citations in the corpus

• Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables (2018, background): “In a later study, Kırkgöz (2009) found that students tended to memorise content information in order to ‘achieve short-term objectives (e.g. passing examinations) admitting that they adopted superficial rather than effective learning’ (455).”
• First and second language use in English medium instruction contexts (2018, background): “Here, it is further worth exploring whether offering students a preparatory year (in Turkey, see Kirkgöz, 2009) or language support concurrent with their EMI studies leads to higher levels of satisfaction with extensive L2 use by EMI teachers.”
• Exploring the role of language in English medium instruction (2020, background): “…we turn to the research literature on EMI which has investigated students’ self-reported challenges in understanding EMI classes we find that almost invariably at the top of the list comes ‘understanding vocabulary’ (Başıbek et al. 2014; Kang and Park 2005; Kirkgöz 2009; Uchihara and Harada 2018).”
• Academic language-related challenges at an English-medium university (2021, unknown): “…challenges (Galloway & Ruegg, 2020), particularly in a context like Turkey, where previous studies have suggested that students often enter EMI departments with limited English proficiency (Ekoç 2 018; Kırkgöz , 2009b), and many students often enter a preparatory year of study (see Macaro, 2018).”