A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities
The decision to introduce or expand EMI programs is often accompanied by neoliberal discourses without considering emotional effects of this on the individual. Through the lens of linguistic entrepreneurship, this study investigates the emotional impact of EMI on graduates from engineering programs in Turkey. Using a narrative inquiry design, we collected stories from four EMI graduates about their experiences regarding their academic studies and professional careers during and after EMI study. The results revealed that, although participants experienced different emotional reactions to EMI, including frustration over teaching practices, anxiety about the quality of their learning, and pride at their accomplishments, the interviews were characterized by feelings of obligation to develop English skills to secure a job in the sector. The findings contribute new understandings to the role of EMI on students’ emotional wellbeing and graduate outcomes. Results are discussed with respect to English language learning, neoliberalism, and higher education policy.
Emotions, English-medium instruction, Higher education, Narrative inquiry, Neoliberalism
Sahan, Ozgur
6dd60c34-883f-4d29-9886-cb8aa07f718a
Sahan, Kari
c860c903-bd81-407f-8e7e-7e59a504823c
June 2023
Sahan, Ozgur
6dd60c34-883f-4d29-9886-cb8aa07f718a
Sahan, Kari
c860c903-bd81-407f-8e7e-7e59a504823c
Sahan, Ozgur and Sahan, Kari
(2023)
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities.
Linguistics and Education, 75, [101149].
(doi:10.1016/j.linged.2023.101149).
Abstract
The decision to introduce or expand EMI programs is often accompanied by neoliberal discourses without considering emotional effects of this on the individual. Through the lens of linguistic entrepreneurship, this study investigates the emotional impact of EMI on graduates from engineering programs in Turkey. Using a narrative inquiry design, we collected stories from four EMI graduates about their experiences regarding their academic studies and professional careers during and after EMI study. The results revealed that, although participants experienced different emotional reactions to EMI, including frustration over teaching practices, anxiety about the quality of their learning, and pride at their accomplishments, the interviews were characterized by feelings of obligation to develop English skills to secure a job in the sector. The findings contribute new understandings to the role of EMI on students’ emotional wellbeing and graduate outcomes. Results are discussed with respect to English language learning, neoliberalism, and higher education policy.
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Accepted/In Press date: 26 February 2023
Published date: June 2023
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© 2023 The Authors
Keywords:
Emotions, English-medium instruction, Higher education, Narrative inquiry, Neoliberalism
Identifiers
Local EPrints ID: 476417
URI: http://eprints.soton.ac.uk/id/eprint/476417
ISSN: 0898-5898
PURE UUID: 14c397a6-c620-4766-8616-903a9e1aa717
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Date deposited: 20 Apr 2023 17:20
Last modified: 17 Mar 2024 04:11
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Author:
Kari Sahan
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