A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
A comparative study of academic literacy in English medium instruction programs in UAE and Finland
Tekijät: Chell Geraldine, Mikkilä-Erdmann Mirjamaija, Iiskala Tuike, Dillon Anna
Kustantaja: WESTERN AUSTRALIAN INST EDUCATIONAL RESEARCH INC
Julkaisuvuosi: 2021
Journal: Issues in educational research
Tietokannassa oleva lehden nimi: ISSUES IN EDUCATIONAL RESEARCH
Lehden akronyymi: ISS EDUC RES
Vuosikerta: 31
Numero: 1
Aloitussivu: 56
Lopetussivu: 75
Sivujen määrä: 20
ISSN: 1837-6290
eISSN: 1837-6290
Verkko-osoite: http://www.iier.org.au/iier31/chell-abs.html
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/56790578
Graduate students in English medium instruction (EMI) programs face challenges with academic literacy, the fundamental tool for thesis writing. Therefore, this paper investigates the promotion of academic literacy from the perspective of curricula. Aligning with Tardy's (2009) genre knowledge theory and its four genre knowledges necessary for developing academic literacy, this comparative study adopts a socio-cultural position of learning by utilising the knowledges as analytical lenses to explore and compare the documents of two masters programs in the UAE and Finland. Iterative theory and data-driven coding revealed that for both curricula, the intended learning outcomes address these four genre knowledges. However, tacit assumptions of two genre knowledges and possible culture shock concerning the transition from didactic learning to substantial independent study may be barriers for students in EMI settings. In addition, bridging the gap between English language entry requirements and learning outcomes, and fostering community learning environments may better facilitate the realisation of students' full potential.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
