ABSTRACT

Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants’ experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the ‘double barrier’ of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI.

摘要

为应对快速的全球化，跨国教育和英语媒介教学 (EMI) 在亚洲得到了发展。因此，越南投资创建了与国际机构合作的新型示范大学，以此满足对优质高等教育的需求。然而，很少有研究考察 EMI 对学生学习的影响，尤其是在越南语境中。这项扎根理论研究的目的是研究 EMI 对在越南三所跨国大学就读的学生的学习体验的影响。根据参与者的经验，创建了一个模型，突出了影响学生学习的特定领域：课堂上说和写英语、说英语的教师的局限性以及英语的“双重障碍”，在跨国大学学习基于学科的概念。实践建议包括创造有意识的课外学习机会和促进积极学习策略，以促进使用 EMI 的跨国大学的学生学习。