The Forgotten Voices in Higher Education: Students' Satisfaction with English-Medium Instruction

Autor/in	Karakas, Ali
Titel	The Forgotten Voices in Higher Education: Students' Satisfaction with English-Medium Instruction
Quelle	12 (2017) 1, S.1-14 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; College Students; Student Satisfaction; Language of Instruction; English (Second Language); Questionnaires; Private Colleges; Statistical Analysis; Content Analysis; Language Skills; Teacher Competencies; School Policy; Educational Quality; Educational Practices; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Privathochschule; Statistische Analyse; Inhaltsanalyse; Language skill; Sprachkompetenz; Lehrkunst; Schulpolitik; Quality of education; Bildungsqualität; Bildungspraxis
Abstract	This study explores how satisfied Turkish students are with English-medium instruction (EMI) in the context of higher education in an era when EMI universities operate as international brands capitalizing on English as a commodity to vie for more customers, that is, national and international students. Data were collected through a questionnaire administered to a large group of students enrolled in a private EMI university in Turkey's capital, Ankara. The data were further complemented through qualitative data obtained from open-ended email discussions with students. The analysis done by computing descriptive statistics and content analysis addressed EMI in terms of students' satisfaction with (1) teaching, (2) content teachers' English, (3) their institutions, and (4) their institutions' English language policies and practices. The results show that the majority of the students were satisfied with EMI in general and the four components, but it was their language policies and practices with which students were less satisfied compared to other EMI components for some reasons. Pedagogical implications of the findings are discussed in light of the findings of previous studies. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01