Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea
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- Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea
- Choi, Jinsook; Tatar, Bradley; Kim, Jeong-Yeon
- Authentic Discussion; Classroom Participation; Communicative Competence; Dialogic Teaching; English-medium Instruction (EMI); Truncated Repertoire
- Issue Date
- World Communication Association
- JOURNAL OF INTERCULTURAL COMMUNICATION RESEARCH, v.43, no.4, pp.369 - 385
- The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English.
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