Literature

review
Subject: Quantitative research method

Presenter: Nguyen Van Nguyen

Table of contents
Key points from the two readings
Steps and strategies to do the
literature review
Systematic reviews and meta
analyses of research on EMI
key points from the 2 readings

Definition & importance of literature

review
Differences in use of Literature in
Quantitative & Qualitative research
Steps involved in a literature search
Definition
a written summary of documents that:
describes the past and current state of knowledge about a
topic
organizes the literature into topics
documents a need for a proposed study

Importance
provide a need for a study
demonstrate that other studies have not addressed the same
topic in the same way
indicate that the researcher is knowledgeable about studies
related to a topic
give researchers ideas about areas where more research
needs to be done -> “gaps”

 Differences in use of Literature

Differences Quantitative Qualitative

Amount at the
Substantial Minimal
beginning

Justify or document the need for

Use at the the study Justify or document the need
beginning Provide a rationale for the for the study
direction of the study

Confirm or discomfirm prior Support or modify existing

Use at the end
predictions from the literature findings
Steps in conducting a literature review
Identify key terms
Locate literature
Critically evaluate and select the literature
Organize the literature
Write a literature review

5 steps in conducting a
literature review
Identify key terms
Locate literature
Critically evaluate and select
the literature
Organize the literature
Write a literature review
Identify key terms
one or two words or short phrases
in titles, research questions, or in computer databases

Locate literature
summaries
books
journal publications & electronic sources
early stage literature

Critically evaluate and select the literature

Is it a good & accurate source?
Is it relevant?

Organize the literature

obtain the literature, take notes or create abstracts of it
organize it into a visual rendering of the literature -> a
literature map

Write a literature review

use appropriate style manual formats (MLA, APA,
Chicago...)
develop headings for the written literature review
consider the extent or length based on the type of review
conclude a literature review by summarizing major themes
& presenting reasons or importance of the research

literature review on EMI

Trends
Gaps
Theoretical framework
Future directions
Trends
Definition
……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)

EMI courses in:

- Banking & Finance
- Accountancy
- Business Administration

Characteristics of EMI
1. Language of instruction: English
2. Language objective: not 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
7. Primary motives: Economic and political

Development of EMI
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)
Development of EMI in Asia
Bangladesh: All 80 private universities are English-medium
universities
China: The highest ranking 32 universities offer EMI
programs
Malaysia: 20 public universities have introduced EMI
programs
Japan: 227 universities offering EMI courses
(Macaro, 2017; Hamid & Kirkpatrick, 2016)
Development of EMI in Asia
Taiwan: 92 full EMI programs in 29 universities and colleges
in 2013
Korea: 9,000 EMI courses (approximately 2.2%)
Hong Kong: 8/10 EMI universities (100% programs)
(Macaro, 2017; Hamid & Kirkpatrick, 2016)

Drivers of English Medium Instruction

Globalization
Internationalization

(Baldauf, 2012; Coleman, 2006)

…at macro-level
increase the quality of educational offerings
develop English language proficiency, potentially leading to
a well-qualified, internationally-minded, bi- or multilingual
workforce

…at an institutional level

climb up university rankings
increase staff professional exchange
attract/increase international students
gain financial benefits

…at a personal level

increase English proficiency
enhance career prospects
enhance social mobility
post graduate study (Master, PhD degrees)
required by universities (both students & lecturers)

Gaps
Teachers in EMI courses are not native English speakers.
Africa & Southeast Asia remains an under-researched
context.
‘Grey literature’ was not included.
Lack of studies which document transition from secondary
education to HE
Lack of research on classroom interaction in HE
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 EMI on content comprehension and learning
Focus on pedagogical strategies in the EMI classroom
Theoretical framework

Future directions
EMI teacher issues: syllabus, training approach, context
specific issues...
Critical EMI: access, interdisciplinary, cultures and
identities…
Language issues & identity: language support, language
proficiency, collaboration, investment theory...
EMI implementation: who makes decisions, what are the
triggers...
EMI assessment
References
Baldauf, R. (2012). Language planning: Where have we been? Where might we be going?
Brazilian Review of Applied Linguistics, 12(2), 233-248.
Coleman, J. (2006). English medium teaching in European higher education. Language Teaching,
39(1), 1-14.
Galloway, N., & Sahan, K. (2021). An investigation into English Medium Instruction in higher
education in Thailand and Vietnam. British Council.
Hamid, M. O., & Kirkpatrick, A. (2016). Foreign language policies in Asia and Australia in the
Asian century. Language Problems and Language Planning, 40(1), 26-46. doi:
10.1075/lplp.40.1.02ham
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium
instruction in higher education. Language teaching, 51(1), 36-76.
Shimauchi, S. (2018). English-medium instruction in the internationalization of higher
education in Japan: Rationales and issues. Educational Studies in Japan, 12, 77-90.
Wächter, B., & Maiworm, F. (2014). English-taught programmes in European higher education.
The state of play in, 2014-15.

 thanks for listening!

Enjoy our class together!!!