INTRODUCTION
Rationale
The rise of globalization and the internet has led to the widespread adoption of English, prompting many Asian countries to implement educational policies that enhance English proficiency among students for better job prospects Content-based Instruction (CBI) and Content and Language Integrated Learning (CLIL) focus on teaching language through subject matter rather than traditional linguistic methods, while English Medium Instruction (EMI) is primarily utilized in higher education to teach professional knowledge in English, thereby improving both subject-specific skills and English language abilities.
In Vietnam, English is a crucial component of university curricula, with a notable trend towards using English as the medium of instruction despite the prevalence of local languages However, the expansion of English Medium Instruction (EMI) courses has not achieved immediate success At Hanoi University of Science (HUS), English is mandatory for all students across various faculties, as EMI is viewed as a beneficial program that enhances students' understanding in workplace contexts and provides them with a competitive edge in the job market.
Second-year physics students have a year to adapt to university study methods, striving to enhance their English skills and subject knowledge However, not all students achieve success in this endeavor, raising questions about the strategies they employ to overcome challenges Despite the significance of this issue, there has been limited research into the approaches students take Therefore, it is essential to conduct an in-depth investigation into this matter.
This research aims to deepen the understanding of learners and improve the English Medium Instruction (EMI) program at the institution, while also providing a foundation for future studies The subsequent sections will outline the study's objectives, research questions, scope, methodology, and thesis structure.
Aims of the study
This study explored the English Medium Instruction (EMI) program, focusing on the strategies employed by Vietnamese students to overcome various challenges The findings led to recommendations aimed at enhancing learners' proficiency and improving the implementation of EMI policies.
Research questions
In order to achieve the above-mentioned aims, the following research questions are raised in the study:
1 What are Physics students‟ challenges in taking an EMI program?
2 What coping strategies have they been taking?
Scope of the study
This minor thesis focuses on the challenges faced by non-English major students in Vietnam's English Medium Instruction (EMI) program, specifically examining the experiences of thirteen Physics students at Hanoi University of Science (HUS) While the broader topics of teaching and learning EMI in Vietnam are significant, this study narrows its scope to investigate the coping strategies employed by these students It is important to note that the findings may not be applicable to all Vietnamese students due to the specific context of the participants involved.
Method of the study
This study utilized a mixed-methods approach, combining qualitative and quantitative research to gain a comprehensive understanding of the subject By employing questionnaires and interviews, the research aimed to gather insights into the challenges faced by students and the strategies they use to succeed in the Content and Language Integrated Learning (CLIL) program.
Design of the study
This study is composed of five following parts, outlined as follows:
Chapter I: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study
Chapter II: Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of learners‟ challenges in the implementation of EMI
Chapter III: Methodology, presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
Chapter IV: Findings consists of a comprehensive analysis of the data Chapter V: Discussions and Conclusion offers a discussion and a summary of the key findings, recommendations, limitations, and future directions for further study
This chapter has provided an overview of the thesis topic, the foundational study, and a summary of the thesis structure The next chapter will explore the ELT literature that offers theoretical support for the research, while also examining the challenges faced by EMI students and their coping strategies.
LITERATURE REVIEW
The EMI context
In this section, the researcher begins by analyzing the context of EMI in the world and in Vietnam
II.1.1 Context of EMI in the world
The concept of English Medium Instruction (EMI) is not new, yet it remains difficult to define (Manh, 2012) Literature reveals that EMI is known by various terms, including Content and Language Integrated Learning (CLIL), Content-Based Teaching (CBT), and immersion, where language serves as a medium of instruction Essentially, EMI enables learners to acquire both subject content and the target language in a natural learning environment (Sert, 2008).
Numerous studies have assessed the feasibility of using a non-native language for tertiary education across various contexts Researchers are particularly focused on understanding the challenges faced by students and the coping strategies they employ in English Medium Instruction (EMI) For instance, research conducted by Airey & Linder in Europe highlights these aspects.
Recent studies highlight the diverse challenges faced by university students in different regions regarding English Medium Instruction (EMI) In Sweden, a 2006 study focused on students' experiences with learning physics, while a 2013 case study in Rwanda by Marie examined the coping strategies employed by multilingual students to navigate complex academic materials in English Similarly, research in South Korea, including a systematic review by Williams (2015), identified various learner challenges within higher education In Taiwan, studies by Chang (2010) and Wu (2006) found that students struggle with both understanding subject content and articulating their thoughts fluently in English These findings underscore the necessity of addressing the unique difficulties faced by students in EMI environments across different cultural contexts.
Successful implementation of English Medium Instruction (EMI) relies heavily on the roles of school managers, teachers, and students, as well as the attitudes of the community Additionally, EMI significantly impacts various life aspects by influencing who gains access to power and wealth.
Governments must approach the planning and implementation of language policies, especially in education, with caution, as these policies significantly influence national development, stability, identity, and justice.
The next section examines the context of Vietnam with reference to its agendas to adopt EMI in order to clarify the broader policy landscape within which the study occurs
II.1.2 Context of EMI in Vietnam
In the Vietnamese context, the government's decision to implement English as a Medium of Instruction (EMI) at the tertiary level is seen as a timely response to globalization and regionalization; however, its execution remains a significant challenge (Manh, 2012) There is often a gap between conceptualizing an idea and actual implementation, making it crucial to carefully assess the feasibility of this initiative to avoid potential long-term negative impacts on the country's political, socio-linguistic, and economic stability Key concerns include whether EMI effectively enhances students' language skills and subject knowledge, its effects on regional inequalities, its benefits to various demographics, the risk of marginalizing disadvantaged students, and the potential decline of the mother tongue as future generations may favor a second language over their first These issues must be addressed before moving forward with the project.
The term English Medium Instruction (EMI) lacks clarity and requires a unified understanding within Vietnamese pedagogy EMI can be interpreted in various ways, such as teaching all subjects in English, including physical education and courses on Marxism and Ho Chi Minh's thoughts, or limiting English instruction to professional courses while allowing other subjects to be taught in Vietnamese Additionally, EMI may involve delivering lectures in English while permitting students to communicate and submit assignments in Vietnamese These varying interpretations can lead to significantly different educational outcomes.
The implementation of the proposal faces several challenges, particularly due to the lack of research on English Medium Instruction (EMI) at the tertiary level in Vietnam, which has been largely overlooked in local literature Effective proposals should be grounded in solid theoretical frameworks supported by empirical studies rather than relying solely on the subjective views of a few leaders Contextual factors must be carefully considered, as Kaplan and Baldauf (1997; 2005) emphasize that the success of language-in-education policies significantly relies on grassroots efforts They outline key policy objectives for effective language policy implementation in education, including access, personnel, curriculum, methods and materials, resourcing, community involvement, and evaluation.
Table 1: Language-in- Education Policy Goals
Language- in-education policy and planning goals
Access Policy Who learns, what, and when?
Personnel Policy Where do teachers come from and how are they trained?
Curriculum Policy What is the objective in language teaching / planning?
Methods and Materials Policy What methodology and what materials are employed over what durations?
Community Policy How is everything paid for?
Resourcing Policy Who is consulted / involved?
Evaluation Policy What is the connection between assessment on the one hand and methods and materials that define the educational objectives on the other?
Kaplan and Baldauf (2005) emphasize that the success of educational goals relies heavily on policy decisions regarding teachers, curricula, materials, and available resources They note that these elements are shaped by the operational dynamics of each nation's education system Building on their insights, this article will examine the current landscape and assess the project's feasibility concerning teachers, students, curricula, and its potential societal impacts.
The implementation of the project should rely on publicly available empirical or scientific studies; however, such evidence is lacking in the local context Consequently, the majority of the supporting data is sourced from mass media outlets, including newspapers, conferences, and government documents, which have not undergone empirical testing.
The next part of our review focuses selectively on challenges facing students in new EMI contexts.
Challenges facing EMI students
This section will review the EMI students‟ challenges before focusing on their coping strategies in the next section It is stated that three areas are identified:
1) the students‟ language proficiencies; 2) the varying demands of different academic subjects; and 3) a facilitative body which can support EMI implementation (Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, 2011) This section presents three tables summarizing the challenges identified in the review of Williams (2015) First, Williams summarizes the results based upon the students‟ and the instructors‟ language proficiencies as the following table:
Table 2: Review Findings Regarding the Students’ Language Proficiencies
Area Authors Challenges Location Methods
Students did not comprehend everything as the professors‟ proficiency was insufficient
Initial exposure to EMI a challenge Hong Kong Mixed
Grasping concepts is a challenge in L1 and L2 Students have difficulty in comprehension
Kim (2011) Students favored L1 to explain Korea Mixed
Area Authors Challenges Location Methods complex material
Students were not in favor of EMI as it hampered depth of learning
70% of freshman students had low proficiency: few lecturers had adequate oral skills
Students were not satisfied with instructor proficiency and wanted them to obtain a CPE certificate as proof of competency to teach
The global challenge of insufficient English proficiency among students in EFL and ESL contexts has significant negative consequences, including comprehension difficulties and reliance on their first language (Chang, 2010; Kim, 2011) Research indicates that student English proficiency is a crucial factor influencing the success of English Medium Instruction (EMI) courses (Stryker & Leaver, 1997; Swain & Johnson, 1997) Effective implementation of Content-Based Instruction (CBI) is contingent upon learners achieving a certain proficiency threshold, with late immersion programs placing greater emphasis on English proficiency compared to early immersion (Stryker & Leaver, 1997) In early immersion, language development occurs alongside foundational concept learning, while late immersion focuses on subject content acquisition and the enhancement of Cognitive Academic Language Proficiency (CALP), necessitating higher cognitive abilities to understand complex academic concepts (Cummins, 1984).
Studies in African and Asian countries extend the concerns to students‟ language abilities (Byun et al., 2011; Huong, 2010; Kyeyune, 2010; Manh, 2012;
Tsuneyoshi, 2005) Kyeyune (2010), for example, observing classroom interactions, reports the frustrating communication failures in Ugandan classrooms because of students‟ low English proficiency
Research in Korea has shown that English Medium Instruction (EMI) affects students differently based on their English proficiency levels Kang (2005) found that proficient English speakers had a more positive outlook on EMI's learning outcomes, while those with lower proficiency felt the need for additional support from teaching assistants Similarly, Bang (2013) discovered that students with limited English skills experienced significant anxiety regarding their comprehension of course material However, a notable benefit for Korean college students participating in EMI classes was a reduction in anxiety and increased motivation to improve their English skills.
In a study conducted by Joe (2010) within a Korean medical school, it was found that students' English proficiency did not significantly affect their comprehension of English Medium Instruction (EMI) lectures Instead, students' background knowledge, as indicated by their pre-test scores, was a crucial factor influencing their understanding, as reflected in their post-test scores Joe noted that most medical students in Korea typically possess intermediate English skills, suggesting that background knowledge may play a more vital role in lecture comprehension than language proficiency itself This finding aligns with Clapham (1996), who argued that in field-specific content areas, background knowledge outweighs language proficiency for intermediate learners Additionally, this review raises concerns about the implications of the EMI context.
Table 3: Review Findings Relating to Academic EMI Situation
Area Authors Challenges Location Methods
The asking and answering of questions by students limited They struggled to follow lectures and take notes
Students from technical disciplines faced more difficulties in comprehending lectures than students from management related disciplines They had limited vocabulary and slow reading speed
L1 vital tool for acquiring the content knowledge It made the process easier for students
Majority of students stated that EMI courses experienced were worse than the same course in Korean
Offering Korean supplementary material deters the students‟ English development
L1 and L2 used for teaching, as students had low proficiency and comprehension problems
EMI was ineffective in providing academic content It had a negative influence on students‟ critical thinking ability
Faculty fail to develop both linguistic and academic content
Students‟ insufficient language knowledge and lack of interest is a threat to cultural identity
The final challenge causing implementational problems is limited resources (Dang et al., 2013; Huong, 2010; Manh, 2012)
Table 4: Review Findings Relating to EMI support
Area Authors Challenges Location Methods
There has been little assistance for students and instructors who lack adequate English skills to meet the demands of EMI courses Lack of support is due to financial constraints
Students had to seek and pay for own support
Problems with a skills based support program Students not satisfied with a General English course as it did not meet their EAP needs Faculty needs support in L2 oral presentation skills
The lack of support from university authorities, particularly in the form of economic assistance, has led to a shortage of competent teaching staff This trend of insufficient support is prevalent across Europe, highlighting the urgent need for universities to prioritize funding and resources to enhance educational quality.
There is no system in place to support the students outside the
Area Authors Challenges Location Methods
Supportive courses are prevalent on ESL courses, but are lacking on EFL courses
EFL students need more support than ESL students because they have less contact with English and fewer English resources when out of the classroom environment
EAP curriculum inadequate in effectively preparing the students to deal with the academic content
Funding was attributed to be a reason for the lack of support Netherland Qualitative
A study by Baldauf et al (2011) highlights the inadequacy of funding for essential educational resources in several Asian countries, noting that "funding for normal programmes, the training of teachers and money for textbooks are all inadequate" (p 318) This lack of resources contributes to students' language difficulties, which are further intensified by the absence of qualified English-speaking lecturers and effective individualized support systems (Tsuneyoshi, 2005) In Vietnam, research conducted by Nha (2014) revealed that EMI students encounter numerous challenges, including unclear program requirements, low language proficiency, and insufficient resources and support (p 286).
International students studying in America, often among the brightest in their home countries, face significant challenges, particularly with English proficiency While many possess strong grammar and vocabulary skills, especially those from China, they struggle with conversational English and verbal communication (Constantinides, 1992; Wan, 1999) Difficulties extend to answering questions, writing essays, understanding lectures, and engaging in class discussions (Feng, 1991; Huntley, 1993) Additionally, comprehension of American slang, idioms, and cultural nuances can lead to academic stress, as these students may feel inadequate in their ability to participate effectively in classroom settings (Bolanle, 1996) Writing remains another significant hurdle for international students, impacting their overall academic experience.
Arden-Close proposed that foreign language learners adopt point-driven strategies instead of information-driven strategies to enhance their lecture comprehension In the subsequent section, the researcher will examine previous studies focusing on students' coping strategies.
Previous studies on coping strategies in multilingual higher education
This section will specifically and selectively examine some studies on students‟ coping strategies According to Johnson, Scholes and Wittington
In a management context, strategy involves planning the direction and scope of an organization, ensuring that resources are utilized efficiently in challenging environments For higher education students, their approach can range from maximizing resource use to achieve their goals to minimizing time spent on tasks merely to pass exams When resources feel insufficient to meet personal objectives and assessment demands, coping strategies become essential These strategies offer students various options, often subconsciously chosen, to address learning challenges in multilingual settings The language of instruction significantly influences knowledge and skill acquisition across the education system, potentially promoting or hindering development In response to the challenges of English medium instruction in higher education, extensive research has explored how students adapt to these obstacles.
Research on foreign students adapting to English as a medium of instruction in major English-speaking countries, including the US and Australia, aligns with findings from studies in less English-dominant contexts For instance, Evans and Morrisson (2011) examined the challenges faced by students in Hong Kong and identified that a combination of hard work, strong motivation, effective learning strategies, and supportive peer networks enables them to overcome academic hurdles, such as understanding technical vocabulary, comprehending lectures, and fulfilling disciplinary requirements.
In the South African educational context, translation plays a crucial role in helping students comprehend new concepts as they navigate between English and their local languages (Praxton, 2009) Research by Van der Walt and Dornbrack (2011) at Stellenbosch University revealed that bilingual students often prefer to use their own words over translation, which they found time-consuming Their findings suggest that bilingualism fosters "trans-language" practices that enhance meaning-making rather than hinder learning Additionally, students rely on friends and family as valuable resources to overcome challenges in higher education, indicating that multilingual environments can support the development of academic discourse The significance of exploratory talk in promoting understanding through collaborative interactions has also been emphasized (Barnes 2008; Mercer and Dawes 2008) This study further explores the strategies students employ while transitioning from learning in their first foreign language, French, to their second foreign language, English, highlighting the influence of context on learning approaches.
This chapter has examined three key areas of literature to highlight the challenges students encounter in the EMI program and their strategies for overcoming these obstacles The following chapter will outline the methodological framework of the study and detail the study design.
METHODOLOGY
Context of the study
This study examined the International Standard Program (ISP), an English Medium Instruction (EMI) initiative at Hanoi University of Science (HUS) in Vietnam HUS is renowned for its high-quality English training programs, including the Honor Program for Talented Students and the Advanced Program The ISP offers various majors, such as Physics, Biology, and Geology, attracting thousands of new students each year and garnering significant attention within the university.
At HUS, English programs are crucial for students, requiring them to study various subjects in English for a year to enhance their competitiveness in the job market To improve teaching quality, HUS continually introduces and adjusts programs, including the new EMI initiative, which enables students to learn in a virtual reality English environment This approach aims to help students interact more effectively with lecturers and build confidence in communicating with foreigners While students show improved English proficiency after their first year compared to non-major peers at other universities, challenges remain, and educators strive for greater efficiency in the program.
Research questions
As mentioned in section I.3, my study was carried out to find out the answer to the following questions:
1 What are Physics students‟ challenges in taking an EMI program?
2 What coping strategies have they been taking?
The study
This section will describe participants of the study, the data collection instruments including questionnaires and interviews followed a procedure
The study involved thirteen second-year Physics students from the ISP at HUS, primarily young Vietnamese individuals who recently completed high school All participants had finished the first-year language program at HUS and had studied English for at least three years While all students were invited to participate in interviews, only two agreed to take part At the time of the study, they were nearing the end of their second semester in the second year at HUS.
To reach the objectives of the study, questionnaire was used as the first tool for data collection in this research According to Wilson and McLean
In 1994, questionnaires emerged as a valuable tool for gathering survey data, offering structured and often numerical insights that can be administered without the researcher's presence, making analysis relatively straightforward This method proved beneficial for the author in examining the challenges and strategies faced by subjects The researcher refined the questionnaire by consulting with a supervisor and adapting items from previous studies, particularly drawing from Nha's 2014 project at New South Wales University, which shared a similar context in an English Medium Instruction (EMI) program After a thorough item extraction process, a final set of 10 questionnaire items was established, incorporating both closed-ended and open-ended questions.
In the second stage of the research, semi-structured interviews were conducted to gain deeper insights into the implementation of the EMI program, following the initial questionnaires Out of 27 students, only 13 completed the questionnaires, and just 2 provided contact information for follow-up interviews These interviews aimed to explore the challenges faced by students and their coping strategies, which may not have been captured in the questionnaires.
The research utilized Vietnamese student questionnaires and interview questions to facilitate data collection, prioritizing participant comfort with language choice (Le, 2012) Initially, the questionnaires were composed in English and subsequently translated into Vietnamese, ensuring clarity and reducing the risk of misunderstanding When administered, all participants opted for the Vietnamese version, highlighting the importance of language accessibility in research Similarly, the interview questions were also translated into Vietnamese to maintain consistency and comprehension throughout the study.
In a study conducted by Le (2012), participants were given the option to choose between English and Vietnamese for their interviews All participants opted for Vietnamese, likely due to the comfort and familiarity associated with their mother tongue.
To ensure accurate translation of the data collection instrument, I first translated the questionnaire and interview into Vietnamese This version was subsequently back-translated by a qualified teacher with a Master’s degree in English language teaching The final step involved comparing the original English versions with the back-translated Vietnamese versions to confirm their equivalence.
In 2014, the data analysis was conducted in Vietnamese, and I focused on translating the excerpts into English for the final report I prioritized conveying the meaning of the messages over adhering strictly to sentence structures, as highlighted by Bashiruddin (2013).
Detailed procedures for conducting student questionnaires and interviews will be discussed in the following section
The study was conducted over two months during the first semester of the academic year, utilizing questionnaires and interviews as data collection instruments A total of 27 students were surveyed, with 13 responses received from the student questionnaire To ensure the effectiveness of the questions, a pilot questionnaire consisting of 10 questions was presented to a teacher and MA students for feedback on its structure, content, wording, and instructions Valuable insights were gathered during and after the meeting, including the recommendation to place optional student detail information later in the survey rather than at the beginning.
The question regarding the importance of learning other subjects in English should be omitted, as students appear to respond to it without much consideration.
Following informed consent, semi-structured individual interviews were conducted to enable respondents to thoroughly discuss their challenges and strategies as students These interviews also allowed the researcher to explore issues raised in the questionnaire further Each interview averaged four minutes in length, and respondents consented to being tape-recorded Questions were presented in both Vietnamese and English, allowing participants to respond in their preferred language.
During the data collection process, ethical considerations such as informed consent and confidentiality were prioritized, ensuring that respondents are identified anonymously as SS1, SS2, etc., where "SS" represents student responses Selected quotes from the interviews align with the identified themes and sub-themes (Braun & Clarke, 2006) and highlight the diverse strategies utilized by students The researcher aimed to illuminate the coping strategies employed by students in managing their academic subjects.
This chapter offers a comprehensive overview of the research instruments utilized in the study and outlines the data collection process The subsequent chapter will present findings related to the challenges faced by students and the coping strategies they employ to enhance their learning in the English Medium program.
FINDINGS
The findings of questionnaire
The researcher distributed 27 questionnaires and received 13 responses, with the first two questions focusing on the students' background, including gender and English learning experience The gender distribution was nearly equal, with 7 female and 6 male respondents Students reported spending between 3 to 10 years learning English, with the majority having 3 to 7 years of experience This indicates that the respondents have been exposed to various English curricula currently used in the Vietnamese education system.
Physics students at HUS were surveyed about their reasons for learning English, with the survey including both closed-ended options and an open-ended response for additional insights The results of this survey are illustrated in the accompanying figure.
Because my major was taught in English
Because I am interested in English Because it‟s useful for my future job
Because I want to travel abroad
Figure 1: The students’ purposes for learning English
According to Figure 1, a significant 46.1% of students enrolled in the English course due to their major being taught in English, indicating their awareness of course requirements Additionally, 30.8% of students expressed a genuine interest in learning English, highlighting the importance of motivation in language acquisition.
In addition to the reasons provided, students were surveyed about the time they dedicate to learning English outside the classroom, revealing a wide range of responses from 15 minutes to 2 hours daily Notably, some students reported spending “0 hours” on English study, indicating that they only engage with the language during scheduled class lessons.
This article explores students' learning purposes and time management through two key questions, revealing significant findings categorized into students' difficulties and coping strategies The following section will address the challenges students encounter in their learning journey.
Question 6 asked students to what areas of using English they often have issues The results were counted and shown in the figure 2 The results indicate that a majority of the students thought that listening was of the most difficult skills (11), following by pronunciation (9), writing (7), speaking (6), vocabulary
(4) and reading as well as grammar (1) Students often had trouble with listening skill and pronunciation rather than reading and grammar
Figure 2: Areas of using English students often face challenges
Question 7 in the questionnaire elicited the detailed challenges students face when they learn Physics in English The respondents could select several options that were applicable to them Table 4 summaries the results
Table 5: Students’ challenges Question 7 Number of answers
What are the challenges you often face in the course?
Many individuals face challenges when learning English, including a lack of understanding of program requirements, poor language skills, and low motivation to learn Additionally, some find that preparing for classes requires too much time, while others struggle to comprehend lectures delivered in English These barriers can hinder progress and engagement in the learning process.
Students face significant challenges in learning English Medium Instruction (EMI) courses, primarily due to insufficient language proficiency Many reported difficulties stemming from limited English skills, leading to a lack of interest or motivation to learn the language Additionally, understanding lectures conducted in English poses a significant challenge for students, further impacting their learning experience.
IV.1.2 Stu ents’ coping strategies
Question 8 and 9 in the questionnaire elicited information about the ways students used to improve their English The respondents could select several options that were applicable to them The selected responses were counted and a summary of the results is provided in table
The table indicates that students employ various coping strategies to enhance their learning experience, with many dedicating time to study outside the classroom and collaborating in pairs or groups, as noted by seven responses In contrast, seeking assistance from teachers was less common, with only one response reflecting this approach Among the six responses categorized under "Others," three participants mentioned their involvement in an English club, as well as engaging in activities like listening to music and reading books Additionally, two respondents highlighted the importance of conversing with foreigners and gaining experience as supermarket sellers, while the final respondent noted their practice of listening to the radio and reading supplementary materials.
Table 6: Students’ coping strategies and suggestions for teachers
What are your methods/ coping strategies to help your learning English in the content course more effective? 17
8a I spend a lot of time learning outside classroom 3
8b I ask for the teacher if I need the help 1
8c Practice with friends in pairs and in groups 7
What suggestion do you have for your teacher? 32
9a More interaction between teacher and students in class 10
9b Teachers should use more games in class 12
9c There are more activities and clubs for students to practice English both outside and inside classroom 12
A question about the suggestion for the teacher was shown in the table The responses specified that they wanted to learn in the class with more games
Increasing the number of activities and clubs for students to practice English, both inside and outside the classroom, is highly beneficial Additionally, a smaller group of 10 respondents expressed a desire for greater interaction between teachers and students during class.
However, the weaknesses of a questionnaire tool with provided options is that it does not allow the respondents to fully express their opinions (Gillham,
To gain a deeper understanding of the issues highlighted in the questionnaire findings, it is essential to conduct follow-up interviews that allow for comprehensive exploration of participants' opinions.
The findings of interview
A survey consisting of six questions was created to gather data on students' learning experiences Two Physics students participated in the interview, having completed the EMI course a year prior, which made them well-acquainted with the program.
Findings from the interview show that two major challenges emerged: students‟ English abilities and comprehending lectures Regarding the question,
In the interviews, students identified several challenges they faced, primarily stemming from inadequate language proficiency Many expressed that their limited English skills not only hindered their understanding but also diminished their interest in learning.
Although students believed that EMI was valuable in improving language proficiency, students did not comprehend everything their teachers said
I would like to use the first language to explain complex materials
I think the first language is a vital tool for acquiring the content knowledge (SS2)
Students face significant challenges in understanding lectures in English, as indicated by interview data They reported limited opportunities for asking and answering questions in English, which further hinders their ability to follow along and take notes effectively This difficulty in comprehension is a major obstacle in English Medium Instruction (EMI) courses, adversely affecting students' critical thinking skills.
IV.2.2 Stu ents’ coping strategies
In response to the question, "What did you do to improve the situation?", physics students identified various coping strategies to tackle challenges, including group work, extensive reading, lecture attendance, completing assigned tasks, and memorization While each strategy proved effective for some individuals, others found them less helpful Interviews revealed diverse opinions and approaches among students on how to navigate their difficulties, with group work being highlighted as a primary coping mechanism.
Students found group work to be an effective approach that facilitated collaboration with peers, provided valuable feedback, and enabled the application of their knowledge As a result, they experienced increased motivation and were able to acquire knowledge more rapidly.
Working with close friends makes me feel comfortable, allowing me to express myself freely and share information without hesitation In a game that requires us to memorize new words, I strive to remember as many as possible to win However, I often feel shy when teachers call on me, even when I know the answers While I find group work beneficial in class, it seems to be underutilized by my teacher, possibly due to the time it requires.
In my opinion, making clear issues in lectures is very important I think group-work is good at doing exercises or but sometimes I think it is boring (SS1)
Students' responses to group work reveal mixed effects on their learning perceptions, highlighting both positive and negative influences The next section will explore the second coping strategy: extensive reading.
Students said that extensive reading is efficient in helping them to understand their courses
The course is manageable, and despite lacking guidance, I strive to learn independently by researching online and reviewing notes from previous years I find that engaging with the reading materials proves to be a beneficial approach to my studies.
She also explains her whole coping process:
To tackle challenging subjects, I typically consult friends who have a strong understanding of the material Additionally, I refer to the dictionary for any unfamiliar words If needed, I also seek assistance from my teacher, who may provide translations in other languages These three strategies help me effectively navigate difficulties in my studies.
A student emphasizes the importance of enhancing his English skills by actively engaging with various media, such as news broadcasts and newspapers, while also reading books relevant to his field of study This approach not only helps him stay informed but also contributes to his overall knowledge and proficiency in the language.
Every morning, I tune into the radio and follow broadcasts like BBC to stay informed Additionally, I read journals and newspapers, and as a university student, I focus on books related to my courses and subjects.
The student demonstrates an awareness of globalization and a strong motivation to learn a language that will benefit his future Recognizing the academic advantages of extensive reading, several students highlighted the significance of internet access, which provides them with additional resources to enhance their learning experience.
Sometimes I check in a dictionary or consult other students who are more able to understand than me and sometimes even though I am not able to understand very well, I try to, try to do understand deeply as the rules of academic regulation states (SS2)
When the researcher asked about activities outside classroom students used to improve your English, some students said:
I participated in language programs organized by my friends' school, which offered valuable insights into various language topics and included engaging games for students Additionally, I gained practical experience working as a waiter in a restaurant, where I had the opportunity to use English to communicate with foreign customers, albeit not extensively.
Participants indicate that extensive reading significantly eases the challenges of studying in English at higher education levels Additionally, a strong motivation to improve their English skills, coupled with diligent effort, serves as effective coping strategies The next section will explore a third coping strategy.
Lecture attendance, completing assigned work and memorization
DISCUSSION AND CONCLUSION
Discussion of key findings
This section analyzes the findings in relation to the current literature, going beyond a mere summary of the previous chapter (Chapter IV) Additionally, it explores various methods associated with students' coping strategies.
In the study, the findings indicate that students face two particular challenges
One significant challenge in English Medium Instruction (EMI) is students' limited English proficiency, as highlighted by various studies (Byun 2011; Williams 2015; Ibrahim 2001) Many students struggle with low English skills, which can hinder their ability to engage effectively, leading to a lack of rapport and comprehension checks To mitigate these issues, it is essential to establish an English proficiency threshold and enhance students' language skills accordingly; otherwise, they risk losing both language and content understanding in EMI settings (Kyeyune, 2010; Mohamed, 2013).
International students face significant challenges in comprehending lectures delivered in English, as highlighted in both interviews and questionnaires Research indicates that understanding lectures is often problematic due to the introduction of new terminology and concepts, which can overwhelm students Participants noted that the speed of professors' speech and their accents further hindered comprehension, with comments such as “Don't understand what teacher says” and “Difficult to understand their talking, especially terms and phrases.” Additionally, one student remarked on the difficulty of participating in class discussions, stating that classmates often spoke unclearly, making it hard to engage with the material.
To navigate the challenges of cognitively demanding academic subjects, students utilize various strategies, including group work, extensive reading, attending lectures, completing assignments, and memorization This study's findings align with previous research regarding the adaptations students make when faced with the challenges of English as the language of instruction (Evans and Morrisson 2010, 2011; Ljsland 2010; Praxton 2009; Van der Walt and Dornbrack 2011).
The researcher explores various methods of students' coping strategies, with a focus on collaborative learning (Marie, 2013) One effective approach is the implementation of mentoring and peer support systems, which significantly enhance comprehension of the subject matter As illustrated by a student's response, mentoring plays a crucial role in the classroom, where knowledgeable peers explain concepts in Kinyarwanda when the lecturer is absent Additionally, students often utilize resources such as dictionaries from the library during practical work, but mentoring remains the primary strategy employed in their learning process.
English.” The above quote emphasises the importance of a student self-initiated mentorship system that has been developed over time to facilitate understanding of the courses
Using familiar languages in education can significantly enhance learning and reduce confusion, particularly in contexts where English is the medium of instruction Research by Evans and Morrisson (2011) highlights the importance of peer collaboration in Cantonese for students in Hong Kong, while Tam (2011) emphasizes that teachers and learners benefit from using a language they are comfortable with, leading to richer discourse and more engaging classroom interactions Evans (2008) further supports this by noting that using students' mother tongue is essential for ensuring complete understanding of lesson content Similarly, Setati et al (2002) argue that switching to a more familiar language aids in concept comprehension and communication in African classrooms Brock-Utne (2007) adds that familiar languages facilitate meaningful conversations and help students build on their existing knowledge, underscoring the value of language familiarity in educational settings.
In Vietnam, a disconnect between the language of instruction and everyday communication often leads students to rely on Vietnamese to clarify misunderstandings and minimize confusion Insights from the interview data in this study further illuminate this issue.
Summary of key findings
The findings of this study will be summarized as follows
1 The students seemed to face multiple challenges but two major ones are students‟ English ability and comprehending lectures
2 The evidence suggests that students are able to overcome these and other problems through a combination of effective learning strategies: group work, extensive reading, lecture attendance, completing assigned work and memorization.
Implications
To ensure successful outcomes in EMI programs, students must enhance their communicative English skills Preparing lessons in advance can significantly benefit their learning experience Additionally, it is essential for lecturers and administrators to engage with students through various methods to identify and address any challenges they may face.
Limitations
There are a number of limitations to the study that might affect the scope of these implications
The limited scope of just two interviews in this qualitative study means that the findings should not be generalized; instead, the focus was on understanding students' experiences While a variety of coping strategies were identified, their effectiveness was not assessed, leaving questions about their quality and the participants' capabilities Additionally, the challenges faced by students are complex and context-dependent, suggesting that the results may not be applicable to other groups of English Medium Instruction (EMI) students.
With these limitations; all comments on the improvement are welcomed and appreciated.
Suggestions for further research
Future research should delve deeper into the English Medium program, as it remains a relatively new and promising area of study Additionally, exploring the effectiveness of various coping strategies within this context could provide valuable insights and enhance understanding of the subject.
This study explores the coping strategies employed by students to navigate the challenges of learning in English as the medium of instruction Additionally, it highlights the potential for further research into the support strategies utilized by teachers to assist students in enhancing their knowledge and comprehension of subject-specific content delivered in English at HUS.
This concluding chapter summarizes the implementation of English Medium Instruction (EMI), highlighting key findings and comparing them with existing literature It identifies areas for improvement, discusses implications, and suggests future research directions The research aims to deepen understanding of learners and enhance the EMI teaching and learning experience at the institution.
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This survey questionnaire aims to support my research on the English Medium program at HUS Your participation will significantly contribute to my thesis paper Please circle your chosen answer for each question.
2 How long have you learnt English? ………
3 What are your reasons for learning English? a Because my major was taught in English b Because I am interested in English c Because it‟s useful for my future job d Because I want to travel abroad e Other (please specify)
4 How many hours do you often spend learning English outside classroom?
5 Do you have any difficulties in learning other subjects in English? a Yes b No
6 In what areas of using English do you often have issues? (You may select MORE THAN one answer if applicable) a Reading b Vocabulary c Listening d Grammar e Speaking g Pronunciation f Writing
7 What are the challenges you often face in the course? (You may select MORE THAN one answer if applicable) a I don‟t understand the requirements of the program b My language skills are poor c I am not motivated to learn English d It takes too much time to prepare for the class e I cannot understand the lectures when they were instructed in English f Others (Please specify)
8 What are your methods/ coping strategies to help your learning English in the content course more effective? (You may select MORE THAN one answer if applicable) a I spend a lot of time learning outside classroom (self-study) b I ask for the teacher if I need the help c Practice with friends in pairs and in groups d Others (Please specify)
9 What suggestion do you have for your teacher? (You may select MORE THAN one answer if applicable) a More interaction between teacher and students in class b Teachers should use more games in class c There are more activities and clubs for students to practice English both outside and inside classroom d Others (Please specify)
10 If you are willing to be contacted for the follow-up interview about students‟ challenges in EMI course, please give me your contact details
Your contact number: ……… Your email address: ………
Thank you very much for your help!!!
APPENDIX II BẢNG CÂU HỎI
Bảng khảo sát này được thực hiện nhằm nghiên cứu chương trình học các môn học bằng tiếng Anh tại trường Đại học Khoa học Tự nhiên Chúng tôi xin chân thành cảm ơn sự đóng góp của các bạn trong việc hoàn thiện bảng khảo sát này Hãy khoanh tròn câu trả lời mà bạn lựa chọn cho mỗi câu hỏi.
1 Giới tính của bạn: a Nam b Nữ
2 Thời giạn bạn đã học Tiếng Anh là bao lâu? … ………
3 Lý do bạn học Tiếng Anh là gì? a Bởi vì chuyên ngành của tôi được dạy bằng Tiếng Anh b Bởi vì tôi thích Tiếng Anh c Bởi vì nó hữu ích cho công việc tương lai của tôi d Bởi vì tôi muốn đi nước ngoài e Lý do khác (xin nêu rõ)
4 Bạn dành bao nhiêu thời gian để học Tiếng Anh ngoài giờ học?
5 Bạn có gặp khó khăn gì khi học môn học khác bằng Tiếng Anh hay không? c Có d Không
6 Bạn thường xuyên gặp khó khăn trong lĩnh vực nào của Tiếng Anh (Bạn có thể chọn nhiều câu trả lời nếu phù hợp) a Đọc b Từ vựng c Nghe d Ngữ pháp e Nói f Ngữ âm g Viết