Evaluating English-medium instruction in higher education: EMI-QE
2
Issued Date
2024-09-01
Resource Type
ISSN
14751585
Scopus ID
2-s2.0-85202931759
Journal Title
Journal of English for Academic Purposes
Volume
71
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of English for Academic Purposes Vol.71 (2024)
Suggested Citation
Thumvichit A., Laoriandee W. Evaluating English-medium instruction in higher education: EMI-QE. Journal of English for Academic Purposes Vol.71 (2024). doi:10.1016/j.jeap.2024.101434 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/101147
Title
Evaluating English-medium instruction in higher education: EMI-QE
Author(s)
Author's Affiliation
Corresponding Author(s)
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Abstract
English-medium instruction (EMI) is on the rise in higher education (HE) across the globe. Despite this trend, a gap remains in the evaluation of EMI programs, leaving the question of what constitutes good practices in EMI largely unresolved. Moreover, the intersection between EMI and program evaluation is still elusive, resulting in a dearth of universally accepted guidelines and tools for evaluating EMI. This study introduces the English-Medium Instruction Q Evaluation (EMI-QE), an instrument designed to assess EMI in HE. The EMI-QE was demonstrated in a computer science program and was found to reflect several key strengths (e.g., lecturers’ confidence in using English and language support) and areas for improvement (e.g., lectures’ communication gaps and cultural sensitivity) of the program. In addition to addressing English proficiency and implementing an English certification policy, it was recommended that the program offer professional development on cultural sensitivity and inclusive teaching practices in order to address diversity issues, ensuring that all students, regardless of their backgrounds, are well supported.