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Article In: Journal of English-Medium Instruction: Online-First Articles

Israeli engineering students’ perceptions of EMI

Needs and learning strategies

ORCiD logo with link | The Hebrew University of Jerusalem
 | Afeka Tel Aviv Academic College of Engineering
ORCiD logo with link | Universitat Politècnica de Catalunya
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Abstract
The implementation of English-medium instruction (EMI) is expanding rapidly in higher education worldwide. In Israel, the Council of Higher Education Israel’s 2019 reform includes EMI integration to enhance internationalisation. Despite its growing adoption, there is limited research on its impact on Israeli students, particularly from their perspectives. This study investigates perceived needs of BSc engineering students at an engineering college in Israel in the context of four EMI courses. Pre- and post-course interviews with 37 students explored their experiences with course content, language proficiency challenges, and resource utilisation. Findings reveal that complex material, exams in English, and understanding lectures challenge students and influence their needs. This results in them deploying proactive, self-regulated strategies to cope with EMI course content through digital resources. The study highlights the importance of providing tailored language support and continuous assistance to help students self-regulate their study skills and judicious use of digital tools. Integrating EAP as a foundational element to leverage students’ self-study skills and use of tools for language learning can facilitate effective learning in EMI settings.
תקציר
היישום של הוראת תוכן אקדמי בשפה האנגלית (EMI — English-Medium Instruction) מתעצם ברחבי העולם במוסדות להשכלה הגבוהה. בישראל, רפורמת המועצה להשכלה גבוהה ללימודי אנגלית למטרות אקדמיות ובינלאומיות משנת 2019 כוללת את שילוב ה-EMI כחלק מקידום הבינלאומיות. על אף מגמת היישום הגובר המחקר על השפעת גישה זו על הסטודנטים הישראלים עדין מועט, בפרט מהזווית של הסטודנטים עצמם.
מחקר זה בוחן את הצרכים של סטודנטים לתואר ראשון בהנדסה במכללה להנדסה בישראל, כפי שהסטודנטים תופסים אותם, בהקשר של ארבעה קורסים הנלמדים במסגרת ה-EMI. ראיונות לפני ואחרי ההשתתפות בקורסים עם 37 סטודנטים בחנו את חוויותיהם ביחס לתכני הקורסים, אתגרים בשפה האנגלית, ושימוש במשאבים.
הממצאים מצביעים על כך שחומר לימוד מורכב, בחינות באנגלית, והבנת ההרצאות נתפסים כאתגרי שפה מרכזיים וכצרכים לימודיים. עם זאת, הביטחון של הסטודנטים גובר במהלך הקורסים, והם נוקטים באסטרטגיות למידה פרואקטיביות ומווסתות-עצמית תוך שימוש בכלים דיגיטליים. המחקר מדגיש את החשיבות של מתן תמיכה לשונית מותאמת וסיוע מתמשך כדי לאפשר לסטודנטים לפתח כישורי ויסות עצמי בלמידה, ולשלב שימוש מושכל בכלים דיגיטליים. שילוב של קורסים באנגלית למטרות אקדמיות כמרכיב בסיסי עשוי לחזק את כישורי הלמידה העצמאית ואת יכולת השימוש בכלים ללמידת שפה, וכך לקדם למידה אפקטיבית במסגרת קורסי התוכן הנלמדים באנגלית
Article outline
  • Introduction
  • Literature Review
  • The Study
    • Setting
    • Participants
    • Data collection
    • Data analysis
  • Findings
    • Perceived needs
    • Resources and tools
  • Discussion of findings
  • Conclusions and implications
  • Acknowledgements
  • Notes
  • References
References (40)
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