Can EFL Speakers Communicate in English-mediated Classes?: A Case of a Liberal Arts Class for Engineering Students in Korea

Citation data:

Journal of Intercultural Communication Research, ISSN: 1747-5759, Vol: 43, Issue: 4, Page: 369-385

Publication Year:
2014
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Repository URL:
http://scholarworks.unist.ac.kr/handle/201301/9703
DOI:
10.1080/17475759.2014.989254
Author(s):
Choi, Jinsook; Tatar, Bradley; Kim, Jeong-Yeon
Publisher(s):
Informa UK Limited; World Communication Association
Tags:
Social Sciences; Authentic Discussion; Classroom Participation; Communicative Competence; Dialogic Teaching; English-medium Instruction (EMI); Truncated Repertoire
article description
The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English.