Learning students’ given names benefits EMI classes

ABSTRACT

Prior research has focused on English as the medium of instruction (EMI) classes as a means of increasing language competency and motivation. However, studies have yet to examine the use of students’ given names by instructors in EMI classes in Korea. This manuscript investigated EMI classes taught by foreign faculty across several academic fields to learn about student attitudes towards the use of their given name in class and if instructors’ knowledge and use of students’ given names influence student engagement and satisfaction in order to better EMI teaching and learning environments. Students’ perception of encouragement, satisfaction with lecturer care, use of their given name, and English skills were all significant when students believe instructors learn and then use their given name in class. On the whole, use of students’ given names was highly valued by students in EMI classes. Results, pedagogical implications, and suggestions for follow-up studies are discussed.

KEYWORDS:

• EMI classes
• given name
• engagement
• satisfaction
• motivation
• belongingness

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Investigating communication in the classroom, Richmond (1990: 193–194) concludes that “the link between motivation and learning is strong” and recommends instructors learn communicative techniques that cultivate better student–instructor relationships, for the “role of communication in the classroom is much more than simply the means of transmitting content and messages”.

2. Previous research studies have investigated motivation; however, as motivation is a difficult element to quantify and assess, findings resulted in the construction of various motivation theories, each of which provides understanding of learners’ behaviours. In other words, each theory provides a distinct deteminate of what is motivation on its own, from achievement, to self-efficacy, to planned behaviour, etc.

3. Data were gathered from students registered in departmental EMI classes, not from students enrolled in requisite English-language courses; hence, the smaller sample size.

Additional information

Notes on contributors

Yvette Denise Murdoch

Yvette Denise Murdoch teaches in the Department of English Education at Hankuk University of Education in Seoul, Korea.  Working in the EMI environment, she has a profound professional and personal interest in contributing to the betterment of that teaching-learning environment.

Lim Hyejung

Lim Hyejung is a teacher at Seojeong Middle School in Goyang City. She specializes in social and psychological issues in education, especially educational gap, child care problems, and parental educational involvement.

Alin Kang

Alin Kang is a communication and instructional consultant at LMN Communications Institute. As an educational and cross-cultural psychologist, she is interested in cultural differences and similarities in cognition, emotion, and motivation in relation to teaching and learning.