7 Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish Universities

Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Introduction – The Impact of Affective Variables on EMI Programmes: A Close Examination xiii
5. Part 1: The Impact of Affective Factors on Identity and Wellbeing
6. 1 Japanese Women Professors Traversing Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and Necessary Adventure 1
7. 2 Attitudes Towards Learning in English: A Language Portrait View from South African Students 24
8. 3 Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods Approach 49
9. 4 Affect in Teacher–Student Relationships: Towards Ethical Encounters in Adult Language Education 70
10. Part 2: The Impact of Affective Factors on Academic Results
11. 5 L2 Proficiency and Affective Factors as Predictors of Content Knowledge Attainment: A Comparative Study of Learners from Japan and South Korea 97
12. 6 The Affective Dimension of Perceived Digital Competence and its Impact on Cross-Disciplinary Academic Outcomes in EMI Education 119
13. 7 Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish Universities 141
14. Part 3: The Impact of Affective Factors on Classroom Practices and Perceptions
15. 8 Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree Programmes 163
16. 9 University Students’ Beliefs about the Impact of EMI on Classroom Interaction 185
17. 10 EMI Students’ Perceptions of Lecturers’ English Competences for Teaching 206
18. 11 ‘It’s Difficult, but I Don’t Care’: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in China 224
19. Epilogue 251
20. Index 260