Exploring students' experiences of English medium instruction in Vietnamese universities

- Le, Thi Thuy Nhung

Title
Exploring students' experiences of English medium instruction in Vietnamese universities
Creator
Le, Thi Thuy Nhung
Relation
University of Newcastle Research Higher Degree Thesis
Resource Type
thesis
Date
2017
Description
Research Doctorate - Doctor of Philosophy (PhD)
Description
English medium instruction (EMI) has gathered momentum in higher education in non-dominant English speaking countries in Asia and Europe. Proponents of EMI argue that it produces graduates who are proficient not only in a discipline area but also in English. To date, little is known about how EMI has been adopted in Vietnamese universities. What are the perceptions of Vietnamese students enrolled in EMI programs and the lecturers who teach them? What do they see as the strengths of EMI? What do they see as its weaknesses? This study investigates the experiences reported by students enrolled in EMI courses and programs in Business and Management studies at the university level in Vietnam. The study used a mixed method approach to data collection, consisting of a quantitative survey to 1,415 students, on-site focus group interviews with nine groups of students, and in-depth interviews with 22 lecturers involved in EMI courses and programs at two public universities and two private universities in Vietnam. The analysis of the data showed that both students and lecturers held positive attitudes towards EMI. Students and lecturers thought that an EMI program of study would result in desirable and well-paying jobs for graduates. Differences in reported experiences emerged between students at the two public universities and students at the two private universities. The public universities attracted students who did well in high school subjects (including English) and in university admission tests. They generally had more resources for running high quality EMI programs, including lecturing staff with high levels of English proficiency. The private universities attracted students who did less well in high school subjects (including English) and in university admission tests. They generally had fewer resources to run their EMI programs. Students who reported that they struggled in EMI courses and programs indicated that their English was not sufficient to understand in lectures, to read in English, and to write in English. In addition to these language problems, students reported that they lacked the academic skills to complete the assessment tasks in EMI courses. However, for most of these students, their confidence did rise as they progressed through their programs. Some lecturers reported difficulties in conducting EMI classes. They lacked confidence in their oral English skills, they lacked the pedagogical skills appropriate for EMI teaching, they had limited experience teaching at the university level, and they lacked the resources to improve their EMI delivery. For some students and lecturers in the current study, the reality of EMI programs in universities in Vietnam fell short of their expectations. The current study provides a set of recommendations (for students, lecturing staff, and university administrators) whose implementation should improve the experience of students and lecturers in EMI programs in universities in Vietnam. The current study offers a large and robust set of data about the experiences of students and lecturers in EMI programs in public and private universities in Vietnam. The study should be of use to policy makers and practitioners who are planning expansion of EMI programs in Vietnam.
Subject
english medium instruction; higher education; Vetnamese universities
Identifier
http://hdl.handle.net/1959.13/1335817
Identifier
uon:27503
Rights
Copyright 2017 Thi Thuy Nhung Le
Language
eng
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