Eğitim Dili Tamamen ve Kısmen İngilizce Olan Programların Arkasındaki İtici Güçler: Türkiye'deki Öğrencilerin Bakış Açılarının Karşılaştırması

Yükseköğretimin uluslararasılaşması ve akademik ortak dil olarak İngilizcenin yaygın kullanımı nedeniyle, üniversiteler giderek daha fazla eğitim dili İngilizce (EDİ) olan programlar açmaktadır. Bununla birlikte, EDİ olan programlar uygulamalarında ne monolitiktir ne de yalnızca İngilizcedir. Araştırmalar, bağlamlar arasında EDİ uygulamalarında farklılıkları ortaya koysa da öğrencilerin tamamen ve kısmen EDİ olan programları seçmeye yönelik motivasyonları veya öğrencilerin bu programlara ilişkin inançlarının karşılaştırılması üzerine çok az şey bilinmektedir. Bu çalışma, öğrencilerin motivasyonlarını ve Türkiye'deki tamamen ve kısmen EDİ olan mühendislik programlarında eğitim almanın akademik ve mesleki faydalarına ilişkin inançlarını inceleyerek bu boşluğu gidermeye çalışmaktadır. 198 lisans öğrencisine anket uygulanmış ve tamamen ve kısmen EDİ olan programlardaki öğrencilerin yanıtları karşılaştırılmıştır. Sonuçlar, EDİ olan programları seçme motivasyonları açısından gruplar arasında önemli farklılıklar ortaya çıkarmıştır. Öyle ki, tamamen EDİ olan programlara kayıtlı öğrenciler, kısmen EDİ olan programlardaki öğrencilere kıyasla EDİ'nin mesleki faydaları konusunda daha iyimserlerdir. Öğrencilerin İngilizce yeterliliklerinin öz değerlendirmeleri ve EDİ olan programların akademik faydalarına ilişkin inançları açısından da farklılıklar bulunmuştur. Bulgular, EDİ politikası ve yabancı dil eğitimi açısından tartışılmıştır.

The Driving Forces Behind Monolingual and Bilingual EnglishMedium Instruction: A Comparison of Students’ Perspectives in Turkey

Due to the internationalization of higher education and the widespread use of English as an academic lingua franca, universities are increasingly choosing to introduce English-medium instruction (EMI) programs. However, EMI programs are neither monolithic nor English-only in their implementation. Although research has acknowledged the variation with which EMI is implemented across contexts, little is known about students’ motivations for choosing monolingual and bilingual EMI programs or how students’ beliefs about these programs compare. This study attempts to address this gap by examining students’ motivations and beliefs about the academic and professional benefits and challenges of studying in monolingual (full) and bilingual (partial) EMI engineering programs in Turkey. A questionnaire was administered to 198 undergraduate students, and the responses of students in full and partial EMI programs were compared. The results revealed significant differences between groups with respect to motivations for EMI study, with students on full EMI programs more optimistic about the professional benefits of EMI compared to students on partial EMI programs. Differences were also found regarding students’ self-reported English proficiency and beliefs about the academic benefits of EMI programs. The findings are discussed in line with EMI policy and language support.

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