Implementation of English medium instruction in Vietnamese universities: Gaps to be filled

ISSN 1859-1531 - TẠP CHÍ KHOA HỌC VÀ CÔNG NGHỆ ĐẠI HỌC ĐÀ NẴNG, SỐ 10(119).2017 33 IMPLEMENTATION OF ENGLISH MEDIUM INSTRUCTION IN VIETNAMESE UNIVERSITIES: GAPS TO BE FILLED YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC SỬ DỤNG TIẾNG ANH LÀM NGÔN NGỮ GIẢNG DẠY KIẾN THỨC CHUYÊN NGÀNH Ở CÁC TRƯỜNG ĐẠI HỌC VIỆT NAM Le Thi Thuy Nhung Banking University of Ho Chi Minh City; nhungltt@buh.edu.vn Abstract - Universities in Vietnam have recently increasingly adopted English as a Medium of Instruction (EMI) to deliver the content of disciplinary subjects in the hope that this approach would produce graduates who are proficient in both a professional area and in English. Still, the positive effects of EMI on students’ learning outcome have not yet confirmed by empirical research. The findings from international studies suggest that EMI has produced mixed results. Drawing on theory of language-in-education policy, the paper discuses some interfering factors that may hinder the implementation of EMI in Vietnamese universities. Implications for successful implementation of EMI in Vietnamese universities are also considered. The researcher argues that the success of EMI implementation requires preliminary established conditions pertaining to English proficiency of both students and lecturers, curriculum, resources, and teacher training. Tóm tắt - Các trường đại học Việt Nam đã và đang tăng cường dùng tiếng Anh làm ngôn ngữ giảng dạy các môn chuyên ngành (English Medium Instruction - EMI) với kỳ vọng chiến lược này sẽ giúp sinh viên vừa lĩnh hội kiến thức chuyên môn vừa thành thạo ngoại ngữ. Tuy nhiên, nghiên cứu quốc tế cho thấy việc dùng tiếng Anh để dạy các môn chuyên ngành chưa thực sự mang lại kết quả hoàn toàn khả quan. Bài viết này điểm một số kết quả nghiên cứu quốc tế nổi bật về EMI, phân tích các yếu tố ảnh hưởng đến sự áp dụng EMI ở các trường đại học Việt Nam và đề xuất một số giải pháp cho các vấn đề nêu ra. Tác giả cho rằng, muốn xây dựng và thực hiện thành công các chương trình giảng dạy chuyên ngành bắng tiếng Anh, các trường đại học cần bảo đảm các điều kiện tiên quyết về cơ sở vật chất phục vụ nghiên cứu và giảng dạy, nâng cao trình độ tiếng Anh của sinh viên, đồng thời chú trọng công tác bồi dưỡng và đào tạo giảng viên. Key words - English medium instruction; globalization; internationalization; higher education; Vietnam Từ khóa - dùng tiếng Anh làm ngôn ngữ giảng dạy các môn chuyên ngành; toàn cầu hóa; quốc tế hóa; giáo dục đại học; Việt Nam 1. Introduction The medium of instruction refers to the language used to deliver the content of non-language subjects (e.g. Mathematics, Science, History at secondary schools and specialíed subject areas such as Medicine, Architecture, and Engineering at tertiary level) other than the language studied as an object in itself (Le, 2017). English Medium Instruction (EMI) is widely adopted at the tertiary level in non-dominant English speaking countries to teach non- language subjects in disciplinary areas. The increased adoption of EMI in higher education in these countries is driven by internalization and globalization (Baldauf, 2012; Coleman, 2006). EMI is being introduced into universities in Europe and East Asia because of national strategies for human capital development and internationalisation of education (Doiz, Lasagabaster, & Sierra, 2012). EMI has been introduced into Vietnamese universities since the early 2000s. This approach is well supported by the government because EMI is considered as one of the drivers of Vietnam’s higher education. However, the implementation of EMI in Vietnamese universities is unlikely to be successful because many Vietnamese universities are under resourced and are not adequately prepared for EMI (Le, 2012). This article briefly reviews some seminar studies on EMI at tertiary level in international and local contexts, sketches the development of EMI in higher institutions in Vietnam; and discusses some interfering factors that may hinder success of EMI implementation in Vietnamese universities. Implications for successful implementation of EMI in Vietnamese universities are also considered. 2. Research on English Medium Instruction 2.1. EMI research in international contexts There is a large volume of research into EMI in international contexts. Many studies in Europe and North America have used surveys to identify attitudes of students and lecturers towards EMI (Aguilar & Rodríguez, 2012; Hunt, 2011). EMI appears to generate favourable attitudes among students. EMI prepares graduates for the international workplace and further education. It enhances students’ English proficiency and increases their self-confidence. Similar results were found in studies in universities in East Asian countries where students’ preference for EMI was mainly driven by career aspirations and the desire to study abroad (Byun et al., 2011; Manakul, 2007). Researchers also looked into the impact of EMI on students’ performance and learning outcomes. EMI appears to increase students’ English language proficiency, especially their specialised vocabulary knowledge. Students’ reports of how well they understand content in EMI classes have been mixed. While some students reported they did not have problems understanding EMI lectures, others indicated that they experienced problems understanding lectures delivered in English. Problems with EMI lectures include complicated technical vocabulary and concepts, lecturers’ unclear pronunciation and unfamiliar accents, fast delivery rate, and students’ poor concentration during lectures. Typically, in a survey on 391 students at three Norwegian universities, Hellekjaer (2010) found that nearly half of the respondents, (both domestic and exchange students), 34 Le Thi Thuy Nhung experienced more difficulty in understanding lectures in English than lectures in their mother tongue. Lecturers’ ineffective lecturing styles reduce students’ comprehension. Some EMI lectures were lacking in clarity and elaboration (Tange, 2010). Lectures in English were described as less interesting partly because there were few jokes, anecdotes and storytelling which helped to deepen students’ understanding of the content. Lecturers tended to give monologic lectures rather than engage students in interactive activities. These teaching behaviours hinder students’ ability to understand the course content or result in students’ superficial understanding of the content. Some students were critical of their lecturers’ English and blamed lecturers’ limited English proficiency for causing problems with comprehensions. Students also indicated that their own level of English proficiency led to problems with comprehension (Sert, 2008). Apart from having difficulties understanding lectures, students reported difficulty with academic reading, especially understanding new terminology and concepts in textbooks (Hellekjær, 2009). For writing, mastering relevant academic writing conventions was challenging for many students (Campbell & Li, 2008). Spoken interaction was difficult for many students in English-medium courses. Interaction remained limited because of students’ lack of competence and confidence in speaking English. There was evidence that EMI increased students’ workload (Tsuneyoshi, 2005). Time was spent on reading course materials, looking up vocabulary in preparation for lectures, and revising for examinations. Despite students’ positive attitudes towards EMI, there remained some dissatisfaction with EMI (Evans & Morrison, 2011). 2.2. EMI research in Vietnamese contexts Despite the increased introduction of EMI in Vietnamese universities, research into EMI in Vietnamese contexts is limited. The current researcher has found few studies that have been conducted on EMI in Vietnam. In one paper, Le (2012) pointed to some potential difficulties of implementing EMI policy in Vietnamese contexts. These include insufficient English proficiency of both lecturers and students, shortage of qualified teachers who are trained to teach EMI, and outdated teaching methods. In another paper, Vu and Burns (2014) investigated the challenges facing Vietnamese lecturers in conducting EMI class at a public university. The study identified four major challenges: lecturers experienced difficulty in using English to explain subject matter; students remained passive and unmotivated partly due to their inadequate English skills, little pedagogical support for lecturers; and insufficient facilities and resources. 3. Development of English Medium Instruction in Vietnamese universities In Vietnam, since the introduction of the “National Foreign Language 2020 Project” in 2008, at least 70 universities have introduced EMI programs (Hamid & Kirkpatrick, 2016). EMI has also been present in small programs for high achieving students at public universities such as Advanced Programs and Programs for the Gifted. In addition to EMI courses and programs, English medium- universities have been established to offer its entire degrees in English. Two English medium universities are currently in operation. The government has issued financial reward schemes to support selected EMI programs. For example, since 2008, the government has provided financial support for universities which offered ‘Advanced Programs’. Especially, universities would receive up to 60% government funding to cover the running cost of any of their first three ‘Advanced Programs’ in operation. 4. Implementation of English Medium Instruction in Vietnamese universities: gaps to be filled The Vietnamese government encourages tertiary institutions to adopt EMI to improve the English proficiency of university graduates; to enhance the quality of human resource; to boost the quality of Vietnamese higher education in response to internationalization and globalization. However, the success of a language-in- education policy, according to Kaplan and Baldauf (2005), “largely depends on policy decisions related to the teachers, the courses of study and materials and the resources to be made available” (p.1014). Drawing on Kaplan and Baldauf’s suggestions, the following section discusses interfering factors that may hinder the success of EMI implementation in Vietnamese contexts. Especially, obstacles pertaining to students and lecturers’ English proficiency, curriculum, resources and teacher training are critically examined. Implications for successful implementation of EMI in Vietnamese universities are also considered. 4.1. Students and lecturers’ English proficiency 4.1.1. Students’ English proficiency In Vietnam, undergraduate students on average receive seven years of English language education at secondary schools before university. However, a vast majority of them cannot communicate effectively in English. In a study to measure English proficiency levels of 1000 non-English major students at five urban universities, Nguyen and Vu (2006) found that second year students attained an average score of 360-370 TOEFL (paper test). Upon graduating (fourth year), the students achieved a modest score of TOEFL 400. With low levels of English proficiency, it would be problematic for these students to understand professional subjects in English. Research shows that students with inadequate English struggled with their discipline area tasks which require high levels of English proficiency in both receptive skills (listening and reading) and productive skills (speaking and writing). Without a good command of English, students’ understanding of subject matter will be detrimental. Research suggests that effective EMI implementation requires students and lecturers to possess a good command of English. However, both students and lecturers in Vietnamese universities are unlikely to obtain this desirable level of English proficiency. It is important that students demonstrate a threshold level ISSN 1859-1531 - TẠP CHÍ KHOA HỌC VÀ CÔNG NGHỆ ĐẠI HỌC ĐÀ NẴNG, SỐ 10(119).2017 35 of English proficiency before they can enroll in EMI courses and programs. To minimize wide variations of English proficiency among EMI students, students should be screened for their English proficiency upon application to enroll in an EMI course or program. Students whose English is below the required threshold standards should be placed in English preparation courses until they attain sufficient English levels required for EMI courses and programs. The English preparation courses should focus on spoken interaction and building academic skills. General English skill-based courses should be replaced with English for Academic Purposes (EAP) courses or/and English for Specific Purposes (ESP) courses. The EAP courses will prepare students with academic skills they need for EMI courses such as presentation skills, note- taking in English lectures, academic writing, and speaking. The EAP and ESP courses should incorporate disciplinary related English (such as English for Business studies) into the syllabi. Students should be given as much exposure to English as possible. This can be done by universities establishing English speaking zones and clubs, and enacting an ‘English-only classroom’ language policy. This policy allows students to use English as the sole means of communication. This policy can be applied particularly to senior students who are accustomed to speaking English in EMI courses. Research in EFL contexts shows that a strict ‘English-only’ medium of instruction policy in English classes improved students’ overall English proficiency. 4.1.2. Lecturers’ English proficiency In terms of English proficiency, few Vietnamese university lecturers are highly proficient linguistically to carry out teaching and research activities in English (Le, 2012). With inadequate English proficiency, few academic staff are able to read English journals and materials in their field to upgrade their professional knowledge. This is evidenced by the low research output produced by Vietnamese scholars in international refereed journals. Statistics shows that between 1996–2005, on average a Vietnamese professor could be able to produce only half an article in world-recognized refereed journals (Vietnamnet Bridge, 2008, cited in Le, 2012). Senior lecturers are often more experienced in teaching courses in Vietnamese and may not be highly proficient in English. Veteran lecturers may not deliver EMI lectures as effectively as Vietnamese- medium lectures due to their deficiencies in spoken English, and thus the quality of their latter teaching may be compromised. Still, a small number of junior lecturers who obtain qualifications overseas are proficient in English. However, these lecturers may lack teaching experience and pedagogical skills. Competent lecturers are supposed to possess flexible linguistic repertoire, ability to improvise, clarity, and accuracy of expression and ability to interact well with students. It remains questionable if these lecturers could obtain these skills and ability to convey subject matter effectively in English. EMI lectures delivered by overseas- trained lecturers without effective pedagogy may exert a detrimental effect on students’ learning of professional content. Results from international research suggest that some lecturers lack English proficiency and training in ways to teach effectively. Several studies point to the need for more training of EMI lecturers. 4.2. Teacher training Successful implementation of a language-in education policy requires timely provision of teacher training (Ball & Linsay, 2012). However, pre-service training on EMI teaching is almost non-existent in Vietnam. In addition, in- service training on EMI may not be adequately provided in most Vietnamese universities. Most EMI programs tend to recruit academic staff with international qualifications obtained abroad. These overseas-trained lecturers are assumed to be qualified linguistically and academically for EMI teaching. This assumption would be rather misleading because completion of an international degree program does not mean that lecturers are highly proficient in English and qualified in teaching. These lecturers may lack teaching experience and mastery of professional knowledge. Given the current situation of Vietnamese higher education, employing lecturers who meet both a specified level of English language proficiency and a record of EMI teaching experience at the time of recruitment is unrealistic. Providing ongoing in-service training for EMI lecturers to improve their English proficiency, especially oral English skills, and their pedagogical knowledge is more practical in the current local situation. Universities could provide intensive English courses designed exclusively for EMI lecturers to develop their oral English skills for academic purposes, improve their general English fluency, and boost their confidence in presenting discipline content in English. In-service training on pedagogy should be made available to EMI lecturers. This could include sharing teaching sessions, short courses, and workshops on pedagogical techniques for EMI classes. Peer coaching has been found to be helpful in assisting lecturers to enhance their teaching performance. Beginning lecturers should be coached or mentored by more experienced lecturers so that the former can learn from the latter through experience sharing and practice. There should be communication platforms where EMI instructors could share experiences and effective teaching strategies. 4.3. Curriculum and resources Most universities in Vietnam have limited resources for teaching and research. As such, there are concerns about the success of EMI implementation. There is anecdotal evidence that EMI implementation in Vietnamese universities is problematic due to a shortage of qualified teaching staff, study materials, and resources for teaching and research. EMI programs at most Vietnamese universities partially import the curriculum from overseas universities. It is questionable if the foreign curriculum would fit the Vietnamese contexts and meet the needs of local students with regard to its applicability and practicality. For example, the students majored in Accounting may find it 36 Le Thi Thuy Nhung more practical to take a course on Vietnam’s Accounting System instead of the USA’s Accounting as a majority of graduates will work for Vietnamese enterprises upon graduation. In addition, EMI courses at most Vietnamese universities use authentic English textbooks in the original, written for students in English speaking countries such as Australia or the United States. The linguistic level and content presented in these textbooks may not be relevant to Vietnamese students. Selection of English course books and materials without modifications and consideration of students’ English proficiency levels would demotivate students and cause detrimental effects on their acquisition of subject content. Also, the imported English textbooks may be costly or unavailable for many Vietnamese students to obtain. According to media report, the students enrolled in some EMI programs had to use unofficial copies of textbooks or search for free materials on the Internet because they could not afford the original copies. Likewise, lecturers at many universities were not gi