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Volume 8, Issue 2
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
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Abstract

Abstract

Research on English-medium instruction (EMI) has pointed to lecturers’ refusal to teach or correct English. This study seeks empirical evidence to investigate the extent to which content lecturers’ assessment practices align with their expressed beliefs regarding language teaching. Drawing on three types of data – a questionnaire, interviews and students’ exams – we aimed at finding and exploring EMI lecturers’ written corrective feedback (WCF) as part of language assessment practices. Findings suggest that while EMI content lecturers repeatedly express their refusal to teach English, their actual teaching practices show evidence of some provision of language-related feedback. These findings are discussed against university language education policy. A lecturer profile is identified whose corrective feedback creates opportunities for correctly using disciplinary English.

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2020-05-14
2025-02-14

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EMI lecturers’ practices in correcting English
Journal of Immersion and Content-Based Language Education 8, 257 (2020); https://doi.org/10.1075/jicb.19011.man
/content/journals/10.1075/jicb.19011.man
/content/journals/10.1075/jicb.19011.man
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  • Article Type: Research Article
Keyword(s): assessment; English-medium instruction; teacher attitudes; written corrective feedback

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