关于亚美尼亚高等教育机构英语教学的一些问题:基于Erasmus + SMARTI项目的桌面和实地研究

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2023-01-02 DOI:10.1080/13538322.2022.2121457

L. Vardanyan, N. Safaryan, Tatevik Movsisyan

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引用次数: 0

摘要

本文试图介绍英语媒介教学(EMI)及其在亚美尼亚高等教育机构中的实施的好处和挑战。通过在Erasmus + SMARTI项目框架内进行的统计可靠和重要的调查结果，进行了定性和定量分析，以确定EMI的交付模式和方法中存在的差距，并提供弥合差距的方法。本文强调了EMI的感知好处，包括但不限于，从国家和国际层面以学生为中心和劳动力市场需求的角度出发，通过修改符合调整方法的制度政策、机制和工具，促进亚美尼亚高等教育机构的国际化和质量保证。为了实现这些雄心勃勃的目标，本文为亚美尼亚高等教育机构目前遇到的众多障碍和问题提供了逐步解决方案。

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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On some issues about English medium instruction in Armenian higher education institutions: based on the desk and field study of the Erasmus + SMARTI Project

Abstract This article is an attempt to present the benefits and challenges of English medium instruction (EMI) and its implementation in Armenian higher education institutions. Through statistically reliable and significant findings of the surveys conducted within the framework of Erasmus + SMARTI Project a qualitative and quantitative analysis has been carried out to identify the gaps existing in the mode of delivery and methodology of EMI and offer ways of bridging that gap. The article highlights the perceived benefits of EMI that include, but are not limited to, boosting internationalisation and quality assurance in Armenian higher education institutions through revising institutional policies, mechanisms and tools in line with Tuning Methodology from a student-centred and labour-market-demand perspective on both national and international levels. To attain these ambitious goals, the article offers step-by-step solutions to a plethora of obstacles and issues that Armenian higher education institutions currently encounter.

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.