Investigating academic achievement of English medium instruction courses in Turkey

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2022-03-21 DOI:10.14746/ssllt.2022.12.1.6

Mehmet Altay, Samantha Curle, Dogan Yuksel, Adem Soruç

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引用次数: 12

Abstract

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.

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调查土耳其英语教学课程的学术成就

本文报告了一项定量研究，调查了土耳其一所公立大学英语媒介教学(EMI)课程的学习成绩。EMI和土耳其语中等教学(TMI)课程的学生测试成绩数据以及一般英语水平分数在两个学术部门收集:数学，物理和生命科学(MPLS, N = 357);和社会科学(N = 359)。在宏观(学术部门)、中观(学术部门)和微观(学术项目)层面进行的分析显示，每个层面都存在细微的差异。总体而言，结果是一致的:英语语言能力是社会科学参与者学术成就的有力预测因素，而TMI课程的成功预测了MPLS参与者的EMI成功。这些结果强化了这样一种观念，即应该为社会科学专业的学生提供更多的语言支持，而通过TMI学习一些内容应该优先考虑MPLS学生。本文讨论了对语言专业人士和EMI从业者的影响，并提出了进一步研究的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.