The perceptions of Thai tertiary-level engineering students and teachers towards English as a medium of instruction. TITLE Thai engineering students' and tertiary-level teachers' perceptions towards English as a medium of instruction.
INTRODUCTION
- Background of study
- Research Questions
- Research Objectives
- Research Scope
- Definition of Terms
- Research Significance
Therefore, the use of English as a medium of instruction seems much more challenging for the higher education system, especially at the tertiary level. What are the perceptions of Thai tertiary engineering students and teachers towards English as a medium of instruction.
LITERATURE REVIEW
Perception
English for Engineering
English in Thailand
English language curriculum in Thailand
The definition of perception can vary from the characteristics of the subject itself to the context that exists and makes it different. There will be only one set of English scores used to consider students entering the university, that is the English language scores from the English Proficiency Test of the Ministry of University Affairs.
Policies of the Governance and the Ministry of Education
Importance of English in Thai Universities
English Medium Instruction
Advantages of EMI
Disadvantages of EMI
EMI can be defined as the use of the English language to teach academic subjects (other than the English language itself) in countries or jurisdictions where the first language of the majority of the population is not English (Macaro, 2018). At the heart of the internationalization agenda in Vietnam is the promotion of the English medium of instruction (Nguyen et al, 2016).
Previous studies of EMI in EFL context
Theoretical Framework of Perception on English as Medium Instruction
Summary
These international programs illustrate the internationalization of higher education in terms of the teaching functions of the institution (Knight, 1997). Knowledge of the English language became one of the practical needs of the country due to the increase in foreign investments in the country.
RESEARCH METHODOLOGY
There are 65 teachers who teach in the international program, the Faculty of Engineering in one of the Northeastern universities, Thailand. Students' decisions to study in the international program can also be formed based on a number of different reasons. Finally, the teacher is one of the important factors in navigating the international environment in the classroom.
Although some students argued that it is important to have a foreign teacher teaching the international program. First, the findings showed that students should study more after learning an English subject in the international program.
RESEARCH RESULT
The symbols representing data analysis
Correspondence Profile : Thai tertiary - level engineering learners
There were 214 learners studying in an international program in the Faculty of Engineering in one of the Northeastern Universities, Thailand. As can be seen from table 1 above, there are 214 participants studying in an international program in the Faculty of Engineering in one of the Northeastern Universities, Thailand. As can be seen from table 2, the reason for studying in an international program was 1) to improve my level of English was indicated by 38 respondents (17.8%), and 2) to study in a smaller group was indicated by 107 respondents (50%) and , 3) to have more opportunities regarding international mobility with 39 respondents to have better professional opportunities showed 30 respondents (14%) respectively.
As can be seen in Table 4, cross-checking respondents' reasons with the program showed the following results. The reason for more opportunities in international mobility was the second priority expressed by the Digital Media Engineering program with 18.22%.
The result of the perception of Thai tertiary - level engineering learners toward
Correspondence Profile : Thai tertiary - level Engineering teachers
The highest item in overall perception was the item “I have to study harder while learning the subject in English in the international program” with an average score of 4.46 and indicating a high level. As can be seen from table 6, the respondents' perception of EMI in the component of course and material indicated on average a high level with an average score of 3.66. For example, we have never presented any works in English, so we have to practice it, that is the challenging part of it.” (Student 4, SSI).
Thirdly, in an international program it is very important that a diverse international student studies at the faculty. As shown in Table 3 above, there are 65 participants teaching in the International Program, Faculty of Engineering of one of the Northeastern Universities, Thailand.
The result of perceptions of Thai tertiary - level Engineering teachers towards
It is easier to teach non-language subjects (eg Maths, Physics) in English than in Thai. The lowest mean score indicated the item I think I am skilled enough to teach in English (x̅ = 3.63). The highest mean score was I think EMI will make learners more successful in business life after university (x̅ = 4.48), followed by I think classroom atmosphere produces a better classroom atmosphere than lecturing in English (x̅ = 4.37), and I think learners' gains regarding their fields of study increase via EMI no differently than Thai-medium education respectively (x̅ = 4.32).
Meanwhile, the lowest mean score indicated the point that I believe lecturing in Thai can promote students' interest in learning more than lecturing in English (x̅ = 3.63). The average mean score for the teachers' perception of the teaching and learning process from the students' perspectives was 4.17 a high level.
The results of the extent the Thai tertiary - level Engineering learners use EMI 69
I used English when negotiating and discussing content with teachers, and it is useful to use English because I had the opportunity to practice English communication” (Student 3, SSI). Being able to use English for work gives us a good head start on the regular program when it comes to processing applications.” However, when discussing with a classmate or on informal issues, students chose to use Thai.
However, some students agreed to use English for all situations in the program, as they would like to be the actual internationalization in the university. Therefore, most of them agree with this condition “Why should we use Thai.
The overview of the key findings of Learners ’ Perceptions
The first one, Section 5.1, the overview of the key findings of Learners' perceptions, Section 5.2, Discussion of Learners' perception towards EMI, Section 5.3, The overview of the key findings of Teachers' perceptions, Section 5.4, Discussion of Teachers' Perceptions towards EMI, Section 5.5, The Extent of Thai Tertiary-Level Engineering Learners' Use of EMI, Section 5.6, The Extent of Thai Tertiary-Level Engineering Teachers' Use of EMI, Section 5.7, Implication of Research, and Section 5.8, Suggestions and recommendations. In accordance with the finding of (Thompson et al (2022) which indicated that students with stronger efficacy make more effort and see the international program as a development opportunity. These learners' perception is necessary to find out that international programs require teacher preparation and development.
This research found that taking the international program will have a positive effect on their professional future. Also, it can be related to students' perception towards EMI that students fully agree that it is necessary to provide training courses in English before starting the international program.
Discussion of Learners ’ Perception toward EMI
This study found that students studying in the international engineering education program feel happy and satisfied. Some students find this international program challenging as they have to make an effort to understand the vocabulary and communication skills of the teachers. This result is similar to Ahmad's (2015) research that concluded that students' perceptions and expectations of international programs are due to the quality of service offered and delivered.
This opinion showed that students know exactly the benefit of attending lessons with the implementation of IKE. They do not want to miss the opportunity since they are already attending an international program.
The overview of the key findings of Teachers ’ Perceptions
EMI seems to help them as they often understand the use of English in the classroom. Policy makers who set regulations need to be aware that students and teachers in an international program need to use English as the primary language in the classroom, as do EMI administrators and program leaders. In international programs, all academic resources are mostly provided to support the learning process.
In general, the implementation of EMI in the international program will be more effective as the skill level meets the standard exactly. Therefore, administrators, leaders of programs, including teachers, should set up some policies that can motivate everyone to use English or build awareness to use English in the classroom.
Discussion of Teachers ’ Perceptions towards EMI
They are the ones who can support university policies or are responsible for related activities that support the international environment to function effectively. For example, the importance of EMI will have an impact on the initiative to organize an international conference involving many people, including university students, etc. However, some students find it difficult because the cognitive ability factor is not yet used to understand the vocabulary.
What is crucial is that the content that the students learn must be relevant to the student's life. Metz (2002) suggested that when students' knowledge is not valued, students may be resistant to language terms and concepts despite teachers' language content knowledge and pedagogical approach.
The extent the Thai tertiary - level Engineering learners use EMI
The teachers believed that all the information available during teaching hours provides learners with deep and meaningful information as English language is the language that has many words to describe the content. A study conducted by Reynolds, Zhang (2021) in China showed that the challenge in understanding the context in English is due to the lack of teacher feedback on the student's vocabulary use. This activity leads to the evaluation of the speaking skills, since speaking is the output of the input of understanding information.
Miskam & Saidalvi (2019) researched that academic presentation is the result of the learning process that takes place during the preparation of students. A situation that may occur in an EMI setting is the use of the learners' first language.
The extent the Thai tertiary - level Engineering teachers use EMI
Implication of Research
The finding showed that the teachers spoke English clearly while teaching in the classroom. The mediators in this phenomenon are students and teachers who have to use English in the EMI classroom. Students attending international programs would have reasonable arguments for the benefit of learning using English in the classroom.
Karnchanachari (2019) suggested that networking and connection between teachers should become the information that teachers should use to convince students of their plans. This environment makes teachers feel positive about the international program and use EMI in teaching, because in this program teachers are able to develop students' English skills and provide an opportunity for students' future career paths .
Suggestions and Recommendations
An analysis of the use of cognitive discourse functions in the teaching of English medium history at university. English as an ASEAN lingua franca and the role of motherhood in English education in Thailand: Approaching the ASEAN Economic Community (AEC). 12 I think the perception of learning subjects in English is not so different from learning in Thai.
8 It is easier to learn non-language subjects (eg Maths, Physics) in English than in Thai. Prawsang: Next, I would like to move on to the learning method, how you learn the subject/content in English so that you gain more understanding. Therefore, let me also ask about the challenge of teaching subjects in English.
Questionnaire for learners
Questionnaire for teachers
Semi - structured interview questions for teacher
Semi - structured interview questions for learner
Semi - structure Interview ( Grouping questions for learners ) Semi -
Semi - structure Interview ( Grouping questions for teacher ) Semi -
Sample of Interview Transcription ( learner )
Sample of Interview Transcription ( Teacher )
