Undergraduate Students’ Readiness Toward English Medium Instruction In Higher Studies In Bangladesh: A Comparison Of Possibilities Of Public And Private Universities’ Internationalization

Alia Rawshan Banu; Md. Hasib Ullah; Rawshan Tabassum

doi:10.70771/jocw.v8i1.91

Vol. 8 No. 1 (2024), Articles

Vol. 8 No. 1 (2024)

Undergraduate Students’ Readiness Toward English Medium Instruction In Higher Studies In Bangladesh: A Comparison Of Possibilities Of Public And Private Universities’ Internationalization

Articles

https://doi.org/10.70771/jocw.v8i1.91

Published 2024-06-05

Alia Rawshan Banu⁺⁻
Md. Hasib Ullah⁺⁻
Rawshan Tabassum⁺⁻

Alia Rawshan Banu

Sr. Lecturer in English, University of Scholars, Bangladesh

Md. Hasib Ullah

Graduate Researcher, International Islamic University Chittagong

https://orcid.org/0009-0005-9645-4983

Rawshan Tabassum

Graduate Researcher, Bangladesh Army University of Science and Technology (BAUST), Department of English

https://orcid.org/0009-0009-6415-5195

https://doi.org/10.70771/jocw.v8i1.91

DOWNLOAD PDF

Keywords

Add to Mendeley

How to Cite

Alia Rawshan Banu, Md. Hasib Ullah, & Rawshan Tabassum. (2024). Undergraduate Students’ Readiness Toward English Medium Instruction In Higher Studies In Bangladesh: A Comparison Of Possibilities Of Public And Private Universities’ Internationalization. Journal Of Creative Writing (ISSN-2410-6259), 8(1), 17–34. https://doi.org/10.70771/jocw.v8i1.91

Abstract

Assessing students’ readiness for English Medium Instruction (EMI) is crucial for understanding the efficacy of EMI as a pathway to internationalization in non-native English-speaking higher education contexts. This study investigates undergraduate students’ readiness for EMI in higher education in Bangladesh, compares the preparedness of students of public and private universities. The objective is to assess how readiness—defined by perceived ability, engagement, attitudes toward EMI, and perceived challenges—varies across different academic years and institutional types. Using a cross-sectional correlational design, data were collected from 267 undergraduate students from public and private universities through a structured survey questionnaire. Key variables included perceived ability to succeed in EMI (PASE), attitude towards EMI and internationalization (ATEI), learning engagement of students in EMI (LESE), and perceived challenges of facing EMI (PCFE). Independent samples t-tests, one-way ANOVA, and multiple regression analyses were employed. Results showed no significant differences in EMI readiness across the four academic years, meaning that progression in readiness is limited despite increased exposure to EMI. The t-test revealed significant differences only in perceived challenges (PCFE) between public and private universities, with private university students reporting higher challenges. Regression analysis indicated that PASE, ATEI, and PCFE significantly predicted LESE, with ATEI having the strongest impact on learning engagement. These findings suggest that sustained exposure to EMI alone may be insufficient to enhance readiness, especially without institutional language support and resources. Therefore, universities must take care of the strategic goals of internationalization in higher education.

DOWNLOAD PDF

References

Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722-735. https://doi.org/10.1080/13670050.2015.1073664

Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183-197. https://doi.org/10.1080/13670050.2011.615906

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.

De Wit, H. (2013). Internationalization of higher education, an introduction on the why, how and what. Center for Higher Education Internationalisation.

Dearden, J. (2014). English as a Medium of Instruction – a Growing Global Phenomenon. British Council. Retrieved from https://www.teachingenglish.org.uk/article/english-medium-instruction-growing-global-phenomenon

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method. John Wiley & Sons.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Ellis, R. (1997). Second language acquisition. Oxford University Press.

Gray, J. A., & Diloreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. NCPEA International Journal of Educational Leadership Preparation, 11(1), 1–20.

Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology. John Wiley & Sons.

Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B. (2013). Medium of instruction in Asia: Context, processes, and outcomes. Current Issues in Language Planning, 14(1), 1-15. https://doi.org/10.1080/14664208.2013.792130

Joinson, A. N. (1999). Social desirability, anonymity, and Internet-based questionnaires. Behavior Research Methods, Instruments, & Computers, 31(3), 433-438.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Launiala, A. (2009). How much can a KAP survey tell us about people’s knowledge, attitudes, and practices? Some observations from medical anthropology research on malaria in pregnancy in Malawi. Anthropology Matters, 11(1), 1-13.

Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press.

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.

Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge.

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.

Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293-315.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research, and applications. Pearson.

Singer, E., & Couper, M. P. (2017). Some methodological uses of responses to open questions and other verbatim comments in quantitative surveys. Journal of the Royal Statistical Society: Series A (Statistics in Society), 180(1), 327-355.

Suleman, Q., & Salfi, N. A. (2021). Learning Engagement Scale (LES): Development of a composite measure and analysis of psychometric properties for business schools. Available at ResearchGate.

Tourangeau, R., & Yan, T. (2007). Sensitive questions in surveys. Psychological Bulletin, 133(5), 859-883.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wefald, A. J., & Downey, R. G. (2009). Construct dimensionality of engagement and its relation with satisfaction. Journal of Psychology, 143(1), 91-112.