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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies relevant to the

present study of the researcher. This chapter will provide the conceptual

background for further understanding of the research.

English as a Medium of Instruction (EMI)

Pun (2021) stressed that students perceived a relatively low level of

language and learning challenges and preferred to use their second language

(L2)-related learning strategies related to their first language.

Moreover, students who’s more likely to prefer to use their second

language or the English language are confident in learning and using the

English language, and they indeed have a lower level of language challenges.

To Yeh (2014), students generally reported satisfactory learning in

English for Medium as Instruction (EMI) courses, though some attributed their

learning difficulties to their insufficient English competence. There are many

evident problems in earning English as a second language (ESL), especially

in non-English speaking countries. However, students do not consider

learning the language as impossible; they are showing competence and

mastery in the subject.

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Non-parametric tests indicated that this shortfall in physical activity

time might be accounted for by the excessive use of language support

materials such as flashcards to facilitate communication or the types of

physical activity involved in the lessons.

Additionally, Coral (2014) unveils that the levels of MVPA (Moderate to

Vigorous Activities) are higher in the experimental group Content and

Language Integrated Learning (CLIL) due to the greater attention paid and

the use of certain communicative teaching strategies. With these, it is

important to keep the balance of learning and participation of the students in

different activities, considering they are Physical Education majors. Their

mastery of the language must be as good as their mastery of the skills

needed to excel in their course.

Mateu (2015) presented the results of a pre-experimental study of a

group of learners aged 11-12 in a state school in Catalonia (Spain) that

demonstrates that in the context of the research, young people’s intrinsic

motivation to engage in the physical movement has a positive influence in

their English language learning. It is also stated that the integration of content

and language needs to be prominent in the literature on PE. However, several

papers provide a background for creating and incorporating second language

development through PE. Students are highly satisfied when learning English,

and activities are paired together. The interactive learning given to them

makes learning easier.

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Also, Pranoto (2020) found that most students want to write more than

other skills because of their dream occupation as a sports journalist.

Interestingly, though they are motivated to learn more about writing, they

consider their grammar skill bad.

Hashemi (2015) indicated that English is perceived as important by

Iranian PE students and faculty for the student’s academic studies and future

work. Therefore, there is a need for a sound curriculum design and

improvement in EAP teaching. A needs analysis presents concrete evidence

of how it is for students to learn English as part of their curriculum. It

promotes academic competence and gives more opportunities for students

once they graduate.

Chen, 2015 suggested that the gradual implementation of EMI that

supports faculty and student adjustment is the most effective. Including

practical aspects, such as internships and service learning, in EMI programs

may also enhance motivation in academic engagement.

The study by Chiu (2021) underscores that oral communication skills

for learners should also be developed for sharing ideas, experiences, and

suggestions. They pointed out that related to diverse topics such as warm-up

and cool-down stretches, cardiovascular exercises, and weight training are

needed.
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It was supported by the study of Cocca et al. (2015), which suggests

introducing English for Occupational Purposes starting from the elementary

level. This may positively affect students’ attitudes/motivation and

participation in English classes, which represents the main issue at current.

All students should be properly equipped with good communication skills,

especially in different contexts, along with their acquired skills in their

courses, to effectively deliver instruction in a classroom setting.

Zumor (2019) recommends ensuring quality English education in the

foundation year and examining the option of additive bilingual education.

Mirza et al. (2022) also argue that there is a need to preserve regional spoken

languages in native lands, even in high cities, to avoid the extinction of

dialects. English is needed, but it does not suggest replacing one’s dialect

and rural language. It only aims to promote competence, not destroy what is

already in our hearts and minds as people of our culture.

The study finds that most students want to write more than other skills.

According to Mirza et al. (2022), English as a Medium of Instruction (EMI)

only promotes competence which is needed but is not suggested to replace

one’s language when it comes to the learning process.

Positive attitudes in Learning English

Students are enthusiastic about learning school subjects in English

and have favorable attitudes toward learning the language. They also know
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English's status and significance (Getie, 2019). Positive Non-verbal

communication from teachers inspires the student's academic achievement,

and they become optimistic (Irungu, Nyagah & Mugambi, 2019).

Khalid (2016) found a correlation between positive and negative

attitudes in learning English as a second language. Attitude is an important

factor in language learning, as negative and positive attitudes influence it.

People may demonstrate multiple attitudes toward a language, indicating that

attitude is an important constraint in learning a foreign or second language

(Getie, 2020).

Their level of attitudes could be considered high according to the mean

range categories mentioned by Alaga (2016). Learning happens more easily

when the learner has a positive attitude toward learning English. Students'

positive attitudes towards learning grammar may vary according to their study

faculties. The language expectations of different faculties may be shown as

the reason behind it (Akay & Toraman, 2015).

The findings indicated that the students hold significant positive

attitudes toward learning the English language and that the type and the

degree of attitude are not affected by the teacher’s nativity but by the teaching

methods and the learning atmosphere that the teacher creates for their

students (Noursi, 2013). Students' attitudes towards the target language and

teacher are key factors in learning a foreign language.

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Challenges in Learning the English Language

According to Zumor (2019), using English to teach scientific disciplines

hurts students' scientific content, comprehension, and assessment, causing

anxiety and pressure and depriving them of their fundamental rights to

effective communication, communication, interaction, and inquiry.

The use of English requires preparation as it affects not only the

student’s intellectual capability but also the student’s emotions.

Teachers in public schools in non-English countries recognize the

importance of the English language but need more professional competence

to teach it effectively. Phyak's study (2017) finds that students felt hesitant

and ashamed to speak English due to their limited English proficiency.

Despite this, the Ministry of Education, Government of Nepal, has

implemented EMI in public schools due to the need for more trained teachers,

appropriate teaching, teachers, and students' motivation to use English. To

implement EMI in the Nepalese public school context, teachers must be

competent in delivering content knowledge in English. Resources must be

available to enhance English language proficiency and content knowledge.

The use of English is most likely not present in non-English speaking

countries as they find it hard to learn and be fluent in it. Though, there is still

an implementation of EMI in public school which help students be trained in

English.
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Howeve, these English learners (ELs) often encounter barriers (Martirosyan

et al., 2015). For example, many ELs lack cognitive academic language

proficiency (CALP) needed for university-level coursework. Furthermore,

because of deficient language skills, ELs often delay participating in

discussions and feel overwhelmed or alienated while in class (Wolf & Phung,

2019).

According to Wolf and Phung (2019), found that ELs experienced

difficulties with academic writing and reported mixed challenges with speaking

in classroom interactions. Likewise, Luo and colleagues (2019) conducted a

survey study of 216 mostly undergraduate international students, primarily

from East Asian countries, ranging from 17 to 38 years of age. They

concluded that self-conceived English proficiency combined with the level of

social support they experienced from native English-speaking peers was

linked to positive well-being and eased their psychological transition. They

noted, “The adjustment process [for ELs] is slower for students with poor

English competency” (p. 965).

Learning strategies in English proficiency

TSu & Min-Hsun (2005), claim that the difference between successful

and less successful learners is the degree of flexibility the learners showed
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when choosing strategies, and the learners’ ability to appropriately apply

strategies in their own learning situation.

According to one research Bayram, (2016), which conducted

interviews with English teachers in high schools, the impact of the teachers

and students’ positive and negative behaviors and attitudes towards English

are emphasized. The teachers say that the motivation of students is also very

important. And lastly, the education system should be organized to ensure

effective learning not only inside the class but also the in environment.