engleski

EMI versus ESP: The impact on students' language proficiency development

In line with language proficiency development being one of the main motives for undertaking English-medium instruction (EMI) (Drljača Margić and Vodopija-Krstanović 2017), certain studies have indicated a positive effect of EMI on English language learning (cf. Macaro et al. 2018). However, Macaro et al. note a scarcity of research employing objective tests, and call for more focus and clearer conceptualisation in terms of the kind of language, type of test, and inclusion of non- EMI comparison groups. Conversely, some studies suggest that engagement in English-taught programmes is not more efficient in improving language skills than English for specific purposes (ESP) courses (cf. Lei and Hu 2014 ; Mahboob 2014), which might be due to the fact that language- related learning outcomes are not specified in the curriculum (Pecorari and Malmström 2018). Hence the present study, which involves EMI and non-EMI students (the first group taking an obligatory ESP course in their first year of study, and the majority of the latter group taking elective ESP courses throughout their bachelor’s programme) and examines whether EMI students’ language gains are larger at the end of their BA studies in comparison to those of non-EMI students. The study comprises two stages. In stage one, EMI and non-EMI first-year students of the Faculty of Economics and Business in Rijeka, Croatia, were asked to complete a questionnaire investigating their self-perceived English language skills and their attitudes related to the potential future increase in their language proficiency. Furthermore, the students were given the Oxford Quick Placement Test, as well as a C- test and a business English test designed by the authors of the study, with the purpose of testing their general English proficiency and their command of business English respectively. Finally, in an effort to gain an in-depth understanding of the students’ beliefs and expectations, interviews with the students were conducted. Preliminary findings suggest better prospects regarding EMI students’ future English language proficiency levels, and reveal their better performance when it comes to general English proficiency, as well as slightly better results obtained at the business English test. With the aim of investigating and comparing EMI and non-EMI students’ language proficiency development during their study, stage two involved adopting the same methodological procedure in the students’ final year of study. The findings point to non-EMI third-year students’ greater progress in general English proficiency and EMI third-year students’ better progress in the area of business English.

English-medium instruction ; students ; language proficiency ; language progress

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