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EMI Students’ Challenges in English Writing : A Longitudinal Comparison of Students’, English Instructors’ and Content Instructors’ Perspectives

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.23 No.2 (2026.06)바로가기
  • 페이지
    pp.518-527
  • 저자
    Yue Li
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A486784

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원문정보

초록

영어
Guided by the academic literacies framework (ALF), this study investigates how EMI (English-medium instruction) students’ English writing challenges are perceived by three groups of stakeholders (i.e. students, English instructors, and content instructors) over the course of a nine-month academic year. Six postgraduates, six English instructors, and six content instructors participated in two semi-structured interviews spaced nine months apart. Interview data were subject to thematic analysis in NVvio. The thematic analysis identified seven recurring challenges, with limited academic vocabulary and underdeveloped argumentation emerging as shared concerns across groups. However, group-specific emphases on English writing challenges varied among students, English instructors and content instructors. Over time, students reported increased awareness of grammatical issues and disciplinary expectations, although their recognition of other writing challenges might remain limited. These findings underline the need to bridge stakeholders’ perception gaps and account for students’ evolving awareness of writing challenges. The study extends the ALF by demonstrating how stakeholder perspectives and evolving student awareness interact across linguistic, cognitive, and disciplinary dimensions, offering both theoretical and pedagogical insights for EMI writing instruction.

목차

Abstract
Introduction
Literature Review
ALF Applied to the Study
EMI Students’ Challenges in English Writing
Method
Research Design
Participants
Interviews
Thematic Analysis
Findings
Thematic Frequencies
Challenges Prevailing Across Groups
Each Group’s Particularity in Perceiving Challenges
Students: Less Attention to Structural Organisation and Coherence
English Instructors: Less Consideration of Grammatical Issues
Content Instructors: Multifaceted Concerns With Students’ Writing Issues
Perceptions Evolving Across the Academic Year
Discussion
Addressing the RQ1: Similarities Across Stakeholder Perceptions
Addressing the RQ2: Divergences in Stakeholder Perceptions
Addressing the RQ3: Evolving Awareness of Writing Challenges
Implications for EMI Writing Instruction and Academic Literacy Research
Research Limitations
Conclusion
The Authors
References

키워드

English writing challenges EMI students English instructors content instructors academic literacies framework

저자

  • Yue Li [ Hong Kong University of Science and Technology (Guangzhou), China ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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