Browsing by Author "Nam Y."

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    Perceptions of the STEM students of English Medium Instructions based on lecturers’ teaching styles
    (SDU University, 2025) Nam Y.
    The English Medium Instruction system has been adopted by a number of educational organizations due to its particular peculiarities. Yet together with the row of advantages, such as access to the wider academic library or international mobility, the EMI system can additionally provide some challenges, connected to English language knowledge. This study is predominantly focused on the STEM students’ perspectives who face EMI. Admittedly, students of STEM can meet a variety of obstacles, such as understanding English terminology, their individual level of preparedness to study in EMI context, and other issues. Furthermore, it is not excluded that STEM teachers’ teaching styles may represent a new challenge for them. Thus, this research aims to explore STEM students’ perceptions of EMI based on their teachers’ teaching styles. In order to explore this area, a mixed research method was utilized. Firstly, the semi-structured interviews with five STEM teachers were conducted. The objective of this stage was to identify what teaching styles STEM teachers use. Secondly, the questionnaires were sent to 40 STEM students in order to establish what teaching styles, which were received from the previous stage, they find most and least supportive, and explore whether they perceive the EMI system differently based on teachers’ teaching styles. After the data analysis, it was revealed that STEM teachers have facilitator, delegator, personal model, and expert teaching styles. Facilitator teaching style was the most preferred one by STEM students, and delegator was the least preferred one. In conclusion, facilitator and delegator teaching styles can appear the most and the least supportive teaching styles for STEM students in an EMI classroom; furthermore, STEM students may perceive EMI positively or negatively depending on their teachers’ teaching styles