ASSIGNMENT - WEEK 1

Name: Nguyen Van Nguyen

Directions: Read Chapter 3 of Creswell’s, and Fraenkel et al’s textbooks, watch the VDOs, and
do the following tasks.
Task 1
List the key points that you have learned from the two readings.
Definition and the importance of literature review
A literature review is a written summary of articles, books, and other documents that describes
the past and current state of knowledge about a topic, organizes the literature into topics, and
documents a need for a proposed study. This review serves the purpose of providing a need for a
study and demonstrating that other studies have not addressed the same topic in exactly the same
way. It also indicates to audiences that the researcher is knowledgeable about studies related to a
topic.

Lit- erature reviews also give researchers ideas about areas where more research needs to be done. They refer to
these as “gaps” in the literature

Literature reviews are different in quantitative and qualitative research. In quantitative research,
investigators provide a detailed review of the literature to justify the major purpose and research
questions of a study. In qualitative research, the inquirers use a limited amount of literature in the
beginning of the study to allow participant views, rather than perspectives from the literature, to
play a major role in the study. The literature also helps to establish the importance of the research
problem or issue. Then, the literature is cited again at the end of studies in both quantitative and
qualitative research, but its use is again different. In quantitative research, the literature at the end
compares results with predictions made at the beginning of the research. In qualitative research,
researchers use the literature at the end to compare and contrast findings in the study with past
literature.

- Sources of literature review

- Steps involved in a literature search
- Identify key terms.
- Locate literature
- Critically evaluate and select the literature
- Organize the literature

Write a literature review

Designing and conducting a literature review involves five interrelated steps.

First, researchers identify key terms to use in their search of the literature. They look for
these terms in titles, research questions, or in computer databases.

Next, researchers locate literature in library resources such as summaries, books, journal
publications and electronic sources, and early stage literature.

After locating the literature, the researcher then critically evaluates the materials and makes a
determination of its relevance for use. Criteria for evaluating materials consist of assessing
the quality of the publications and the rigor of the research as well as examin- ing the
relevance of the topic for a study.

Researchers next obtain the literature, take notes or create abstracts of it, and organize it into
a visual rendering of the literature, called a literature map. This map helps to organize past
literature as well as portray how a proposed study fits into the overall literature.

The final step is actually writing the literature review. Writing strategies at this point include
using appropriate style manual formats and developing headings for the written literature
review. Researchers need to consider the extent or length of the review for dif- ferent types
of research reports. The type of review will also vary, depending on the type of report. Some
literature reviews are thematic reviews summarizing the major themes to appear in the
literature. Other literature reviews provide a more detailed analysis of studies, a study-by-
study approach in which each study is examined for its purpose and question, forms of data
collected, and key results.
Researchers conclude a literature review by summarizing major themes and presenting reasons
for a proposed study or the importance of studying a research problem. These reasons lead to a
rationale for a study that builds naturally into the purpose state- ment and research questions or
hypotheses.

Task 2
Summarize the steps and strategies you will use to do the literature review for this course.
Task 3
Identify one research topic that you are interested in and search for systematic reviews and meta
analyses of research on the topic.
Summarize the following points:

- Trends

……The use of the English language to teach academic subjects (other than English itself) in
countries where the first language of the majority of the population is not English.
(Macaro et al., 2017)
Characteristics of EMI
1.Language of instruction: English (as a foreign language)
2. Language objective: English proficiency similar to that of native speakers is not aimed
at/required
3. Focus: Content
4. Teaching materials: used for native speakers of English
5. Teachers: Non-native speakers of English
6. Students: (university) students who are proficient in L1/local languages
7. Primary motives: Economic and political
1.4 Development of EMI in Europe
EMI offer in European universities
• 2002: 725 EMI programs
 • 2007: 2,389 EMI programs
• 2014: 8,089 EMI programs
*239% growth within 7 years
(Maiworm & Wachter, 2002; 2008; 2014)
• *Netherlands: 1,078 programs (highest)
• Germany: 1,030 programs
• Sweden: 882 programs
1.5 Development of EMI in Asia
Ø Bangladesh: All 80 private universities are English-medium universities
Ø China: The highest ranking 32 universities offer EMI programs
Ø Malaysia: 20 public universities have introduced EMI programs
Ø Japan: 227 universities offering EMI courses
(Macaro, 2017; Hamid & Kirkpatrick, 2016)
Ø Taiwan: 92 full EMI programs in 29 universities and colleges in 2013
Ø Korea: 9,000 EMI courses (approximately 2.2%)
Ø Hong Kong: 8/10 EMI universities (100% programs)
(Macaro, 2017; Hamid & Kirkpatrick, 2016)
1.6 Drivers of English Medium Instruction
●Globalization
●Internationalization

(Baldauf, 2012; Coleman, 2006)

…at macro-level
Ø increase the quality of educational offerings
Ø develop English language proficiency, potentially leading to a well-qualified,
internationally-minded, bi- or multilingual workforce
…at an institutional level
Ø climb up university rankings
Ø increase staff professional exchange
Ø attract/increase international students
Ø gain financial benefits
 …at a personal level
Ø increase English proficiency
Ø enhance career prospects
Ø enhance social mobility
Ø post graduate study (Master, PhD degrees)
Ø *required by universities (both students & lecturers)
Gaps

- Theory / theories (Theoretical framework)

- Labeling and defining EMI in HE

- The growth of EMI in HE around the world
- Implementation of EMI in HE
- Teacher and student belief about EMI
- Professional development of EMI teachers
- Impact of EMI on English language learning
- Impact of EMIT on content comprehension and learning
- Focus on pedagogical strategies in the EMI classroom
- Future directions.
Implementation, language challenges, policy implantation, assessment, policy change,
language support
EMI teacher issues: syllabus, training approach, context specific issues,
Critical EMI: access, interdisciplinarity, cultures and identities…
Language issues & identity: language support, language proficiency, collaboration,
invesment theory, future self,
EMI implementation: who makes decisions, what are the triggers
EMI assessment

Task 4
Present Tasks 1,2,3 to the class, we will start the class with the presentations. Each of you has
15 minutes for the presentation.