Luận văn a study on physics students’ challenges and their coping strategies on an english as a medium of instruction emi program at hanoi university of science vietnam national university

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐẠI HỌC NGOẠI NGỮ DO THI THANH THU’ A STUDY ON PHYSICS STUDENTS’

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

ĐẠI HỌC NGOẠI NGỮ

DO THI THANH THU’

A STUDY ON PHYSICS STUDENTS’ CHALLENGES AND THEIR

COPING STRATEGIES ON AN ENGLISH AS A MEDIUM OF

INSTRUCTION (EMI) PROGRAM AT HANOI UNIVERSITY OF

SCIENCE, VIETNAM NATIONAL UNIVERSITY

(Nghién citu vé nhitng khé khan và biện pháp khắc phục

của sinh viên khoa Vật lý khi theo học khỏa học chuyên ngành giảng dạy

bằng tiéng Anh tai trwong Đại học Khoa học Tự nhiên,

Dai học Quốc gia Hà Nội)

M.A MINOR PROGRAMME THESIS

Field: English teaching methodology

Code: 60140111

Ha Noi, November 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

ES SIL ĐẠI HỌC NGOẠI NGỮ

pO THI THANH THU

A STUDY ON PHYSICS STUDENTS’ CHALLENGES AND THEIR

COPING STRATEGIES ON AN ENGLISH AS A MEDIUM OF

INSTRUCTION (EMI) PROGRAM AT HANOI UNIVERSITY OF

SCIENCE, VIETNAM NATIONAL UNIVERSITY

(Nghiên cứu về những khó khăn và biện pháp khắc phục

của sinh viên khoa Vật lý khi theo học khóa học chuyên ngành giảng dạy'

bằng tiếng Anh tai trường Đại học Khoa học Tự nhiên,

Đại học Quốc gia Hà Nội)

DECLARATION

I hereby certify that this thesis is entirely my own work I have provided

fully documented references lo the olher’s work The material in this thesis has not

been submitted for assessment in any other formal course I also accept all the requirements of University of Languages and Intemational Studies relating to the retention and use of M.A Graduation Thesis deposited in the library

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1

ACKNOWLEDGEMENT

‘This thesis would not be fulfilled without the help of some people, and in some ways, T would like to thank everyone who has Llaught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu

Thi Thanh Nha, for her whole-hearted assistance, encouragement as well as the

profound guidance she gave me while 1 was doing my research

I would like to take this opportunity to express my gratitude to all lecturers

im Facully of Post-graduate Studies, University of Languages and International

Studies, Vietnam National University, Llanoi for their interesting lectures which

have inspired me to conduct this thesis

Last but not least, T would also like (9 express my thanks to students al Hanoi University of Science, VNU for their willingness to participate in the

research Without their help, this project could not be fulfilled

Hanoi, November, 2016

Do Thi Thanh Thu

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

ACKNOWLEDGEMENT

‘This thesis would not be fulfilled without the help of some people, and in some ways, T would like to thank everyone who has Llaught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu

Thi Thanh Nha, for her whole-hearted assistance, encouragement as well as the

profound guidance she gave me while 1 was doing my research

I would like to take this opportunity to express my gratitude to all lecturers

im Facully of Post-graduate Studies, University of Languages and International

Studies, Vietnam National University, Llanoi for their interesting lectures which

have inspired me to conduct this thesis

Last but not least, T would also like (9 express my thanks to students al Hanoi University of Science, VNU for their willingness to participate in the

research Without their help, this project could not be fulfilled

Hanoi, November, 2016

Do Thi Thanh Thu

LIST OF ABBREVIATION TERMS

Hanoi University of Science

Vietam National University

LIST OF ABBREVIATION TERMS

Hanoi University of Science

Vietam National University

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

ABSTRACT Lnglish-medium instruction (MI) has been a great interest to Janguage and language pohey researchers in an cra of globalization and internationalization Tn spite of recognising implemental problems and constraints, EMI has been widely introduced into countries where English is not the native language

This paper reported the findings of the study that aimed at identifying

second-year physics students’ challenges and their coping, strategies when they studied the EMI program Two issues, hence, are investigated: (1) what

challenges the leamers face and (2) whal are their coping slralegies in the

implementation of MI in Vietnam ‘Che analysis of empirical data gamered from

questionnaires and interviews reveals that the students faced such serious

challenges as: students’ Fnglish abilily and comprehending leotures Their common strategies were group work, extensive reading, lecture attendance, completing

assigned work and memorization Based on these findings, suggestions are made for criameinig the success of similar programs

1H

ACKNOWLEDGEMENT

‘This thesis would not be fulfilled without the help of some people, and in some ways, T would like to thank everyone who has Llaught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu

Thi Thanh Nha, for her whole-hearted assistance, encouragement as well as the

profound guidance she gave me while 1 was doing my research

I would like to take this opportunity to express my gratitude to all lecturers

im Facully of Post-graduate Studies, University of Languages and International

Studies, Vietnam National University, Llanoi for their interesting lectures which

have inspired me to conduct this thesis

Last but not least, T would also like (9 express my thanks to students al Hanoi University of Science, VNU for their willingness to participate in the

research Without their help, this project could not be fulfilled

Hanoi, November, 2016

Do Thi Thanh Thu

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

L4 8cope of the study

LS Method of the study

1.6 Design of the study

CHAPTER 1l: LITKRATURE REVIEW

IL1 The EMI context

IL1.1 Context of EMI in the world

1.1.2 Context of EMI in Vietnam

IL2 Challenges facing EMI students

1.3 Previous studies on coping strategies in multilingual higher education 14

CHAPTER II: METHODOLOGY

O11 Context of the study

IL2 Research questions

TIL3 The study

TIL3.1 Partieipants

TH.3.2 Data collection mstruments

01.3.3 Data collection procedure

LIST OF ABBREVIATION TERMS

Hanoi University of Science

Vietam National University

CIIAPTER IV: FENDINGS 23

IV.1.1 Students’ challenges

1V.2 ‘The findings of interview

1V.2.2 Students’ coping strategies

CHAPTER ¥: DISCUSSION AND CONCLUSION

L4 8cope of the study

LS Method of the study

1.6 Design of the study

CHAPTER 1l: LITKRATURE REVIEW

IL1 The EMI context

IL1.1 Context of EMI in the world

1.1.2 Context of EMI in Vietnam

IL2 Challenges facing EMI students

1.3 Previous studies on coping strategies in multilingual higher education 14

CHAPTER II: METHODOLOGY

O11 Context of the study

IL2 Research questions

TIL3 The study

TIL3.1 Partieipants

TH.3.2 Data collection mstruments

01.3.3 Data collection procedure

ABSTRACT Lnglish-medium instruction (MI) has been a great interest to Janguage and language pohey researchers in an cra of globalization and internationalization Tn spite of recognising implemental problems and constraints, EMI has been widely introduced into countries where English is not the native language

This paper reported the findings of the study that aimed at identifying

second-year physics students’ challenges and their coping, strategies when they studied the EMI program Two issues, hence, are investigated: (1) what

challenges the leamers face and (2) whal are their coping slralegies in the

implementation of MI in Vietnam ‘Che analysis of empirical data gamered from

questionnaires and interviews reveals that the students faced such serious

challenges as: students’ Fnglish abilily and comprehending leotures Their common strategies were group work, extensive reading, lecture attendance, completing

assigned work and memorization Based on these findings, suggestions are made for criameinig the success of similar programs

1H

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

ACKNOWLEDGEMENT

‘This thesis would not be fulfilled without the help of some people, and in some ways, T would like to thank everyone who has Llaught me, inspired me, challenged me, and supported me throughout the realization of this thesis

I would like to express my deepest thanks to my beloved supervisor, Dr Vu

Thi Thanh Nha, for her whole-hearted assistance, encouragement as well as the

profound guidance she gave me while 1 was doing my research

I would like to take this opportunity to express my gratitude to all lecturers

im Facully of Post-graduate Studies, University of Languages and International

Studies, Vietnam National University, Llanoi for their interesting lectures which

have inspired me to conduct this thesis

Last but not least, T would also like (9 express my thanks to students al Hanoi University of Science, VNU for their willingness to participate in the

research Without their help, this project could not be fulfilled

Hanoi, November, 2016

Do Thi Thanh Thu

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1

L4 8cope of the study

LS Method of the study

1.6 Design of the study

CHAPTER 1l: LITKRATURE REVIEW

IL1 The EMI context

IL1.1 Context of EMI in the world

1.1.2 Context of EMI in Vietnam

IL2 Challenges facing EMI students

1.3 Previous studies on coping strategies in multilingual higher education 14

CHAPTER II: METHODOLOGY

O11 Context of the study

IL2 Research questions

TIL3 The study

TIL3.1 Partieipants

TH.3.2 Data collection mstruments

01.3.3 Data collection procedure

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1

CIIAPTER IV: FENDINGS 23

IV.1.1 Students’ challenges

1V.2 ‘The findings of interview

1V.2.2 Students’ coping strategies

CHAPTER ¥: DISCUSSION AND CONCLUSION

ABSTRACT Lnglish-medium instruction (MI) has been a great interest to Janguage and language pohey researchers in an cra of globalization and internationalization Tn spite of recognising implemental problems and constraints, EMI has been widely introduced into countries where English is not the native language

This paper reported the findings of the study that aimed at identifying

second-year physics students’ challenges and their coping, strategies when they studied the EMI program Two issues, hence, are investigated: (1) what

challenges the leamers face and (2) whal are their coping slralegies in the

implementation of MI in Vietnam ‘Che analysis of empirical data gamered from

questionnaires and interviews reveals that the students faced such serious

challenges as: students’ Fnglish abilily and comprehending leotures Their common strategies were group work, extensive reading, lecture attendance, completing

assigned work and memorization Based on these findings, suggestions are made for criameinig the success of similar programs

1H

L4 8cope of the study

LS Method of the study

1.6 Design of the study

CHAPTER 1l: LITKRATURE REVIEW

IL1 The EMI context

IL1.1 Context of EMI in the world

1.1.2 Context of EMI in Vietnam

IL2 Challenges facing EMI students

1.3 Previous studies on coping strategies in multilingual higher education 14

CHAPTER II: METHODOLOGY

O11 Context of the study

IL2 Research questions

TIL3 The study

TIL3.1 Partieipants

TH.3.2 Data collection mstruments

01.3.3 Data collection procedure

LIST OF ABBREVIATION TERMS

Hanoi University of Science

Vietam National University

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

CIIAPTER IV: FENDINGS 23

IV.1.1 Students’ challenges

1V.2 ‘The findings of interview

1V.2.2 Students’ coping strategies

CHAPTER ¥: DISCUSSION AND CONCLUSION

L4 8cope of the study

LS Method of the study

1.6 Design of the study

CHAPTER 1l: LITKRATURE REVIEW

IL1 The EMI context

IL1.1 Context of EMI in the world

1.1.2 Context of EMI in Vietnam

IL2 Challenges facing EMI students

1.3 Previous studies on coping strategies in multilingual higher education 14

CHAPTER II: METHODOLOGY

O11 Context of the study

IL2 Research questions

TIL3 The study

TIL3.1 Partieipants

TH.3.2 Data collection mstruments

01.3.3 Data collection procedure

LIST OF ABBREVIATION TERMS

Hanoi University of Science

Vietam National University

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

LIST OF TABLES AND FIGURES

Language-in- Education Policy Goals

Review Findings Regarding the Students’ Language Proficiencics

Review Findings Relating to Academic EMI Situation

Review Findings Relaling to EMI support Students’ challenges

Students’ coping strategies and suggestions for teachers

The students’ purposes for Icarning English Areas of using Hnglish students often face challenges

vil

CHAPTER I: INTRODUCTION L1 Rationale

Globalization and internationalization, combined with the rapid growth of

the internet, have resulted in the spread of English worldwide Strongly influenced by this phenomenon, many Asian countries, where English is not ollicially uscd, have adopted diverse educational policies thal aim to support

students in acquiring higher levels of English proficiency and preparing them for better future jobs While Content-based Instruction (CBE) or Content and Language Integrated Learning (CLIL) refers to an approach where language teaching 1s organized around the informational content rather than a linguistic

syllabus (Richards & Rodgers, 2001), EMT is mostly used for educational programs at a tertiary level where professional knowledge is taught through English with the purpose of enhancing students’ knowledge-specific ability as

well as their English (Coleman, 2006)

In Vietnam, English is considered as an indispensable subject in all universities’ curriculum There is a rapidly growing tendency for English to be

adopted as the medium of instruction, even when a majority of the population speaks a local language [lowever, when EMI courses have expanded, they do

not get immediate success At Hanoi University of Science (hereafter HUS), English is a compulsory subject for all students of all faculties EMI is

considered a preferable program to make leamers understood in a workplace context, or have an advantageous job over the others

For the second-year physics students, they have one year to be familiar

with the ways of studying at university learners try their best to improve their English as well as the knowledge of subjects; however, not all students have

succeeded The questions of the ways the sludents choose to overcome are left

unanswered in this context There have been nol much aulempts in invesligaling

this issue Ilence, it is greatly important to research the matter intensively

1