An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey

Altay, Mehmet and Yuksel, Dogan (2022). An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey. In: Christison, MaryAnn; Crandall, JoAnn (Jodi) and Christian, Donna eds. Research on Integrating Language and Content in Diverse Contexts. Abingdon: Routledge, pp. 181–194.

DOI: https://doi.org/10.4324/9781003181859-14

Abstract

This chapter reports a mixed-methods study that investigated the interplay among English language proficiency, type of English-medium instruction (EMI) model, and academic language-related challenges experienced by students when studying through EMI in Turkey. Previous research has suggested English language proficiency is a predictor of academic success in social sciences in these programs, but very few studies have investigated the language-related challenges. The current study used the EMI Challenges Scale to examine the extent to which English language proficiency predicts academic language-related challenges in Business Administration programs in full (all instruction in English) and multilingual (30% of instruction in English) EMI models. It also investigated the academic language-related challenges by specific skills experienced by students in the two EMI models. Results showed that in both models, English language proficiency was a predictor of academic language-related challenges. Overall, the participants in the partial EMI program experienced higher levels of challenge than their counterparts in the full EMI program. The findings have implications for policymakers, EMI practitioners, and language professionals who are interested in examining the impact of different models of EMI programs in social sciences disciplines.

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