English-medium higher education: A case study in a Turkish university context

Abstract

This research investigated, through an exploratory case study, the impact of English-medium instruction (EMI) on disciplinary learning in a Turkish university context. A survey given out to the undergraduate university students studying at an English-medium university showed that while EMI is perceived as necessary for professional and academic career prospects, the process of disciplinary learning is perceived to be negatively affected due to limited language skills of the students. The researchers then decided to further investigate the issue in more depth through a case study which included analysis of lecturer discourse in videotaped classroom observations and follow up interviews with the participating students, using stimulated recall. The results reveal that despite the efforts of the content instructor such as reduced speech rate and higher use of content redundancy, the students still had problems following the lecture and comprehending the content. Based on the findings, this research proposes both practical and theoretical implications, with the latter calling for a shift from EMI to content and language integrated learning (CLIL) for a more effective addressing of both language and content needs of learners. © 2015 Walter de Gruyter, Inc., Boston/Berlin.