“I often use Google Translate to correct spelling mistakes”. English-medium instruction students’ use of technology to learn English
The growth of English-medium instruction (EMI) implementation in universities around the globe has aroused concern about the language challenges that EMI poses to students for whom English is a foreign language. At the same time, the pervasive use of mobile devices has contributed to blurring the li...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/469392 |
| Acceso en línea: | https://hdl.handle.net/10459.1/469392 |
| Access Level: | acceso abierto |
| Palabra clave: | English-medium instruction (EMI) Autonomous language learning ICT |
| Sumario: | The growth of English-medium instruction (EMI) implementation in universities around the globe has aroused concern about the language challenges that EMI poses to students for whom English is a foreign language. At the same time, the pervasive use of mobile devices has contributed to blurring the line between formal and informal language learning contexts. In EMI classes, in which specific language learning objectives are seldom addressed, it is necessary to examine how students turn to technology resources to cope with language challenges and how lecturers mediate content to make it linguistically accessible to EMI students with diverse proficiency levels. In this chapter, we present a qualitative study of two EMI engineering classes at a School of Agrifood and Forestry Science and Engineering at a medium-sized Spanish university. Data include classroom observations, student and lecturer interviews, and laptop screen recordings of students' activities. Findings reveal that lecturers frequently use technology as a scaffolding technique to help students understand classes taught in English and that students display initiative and creativity toward the use of technology for language learning. They integrate a variety of technological tools that form part of their lives into language learning, which becomes an essential part of their EMI practice. The observation of students' use of technology can help EMI and English for specific purposes (ESP) lecturers design specific language support that meets students' language needs. |
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