Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraint...

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Main Authors: Takuro Uehara, Naoko Kojima
Format: Article
Language:English
Published: MDPI AG 2021-07-01
Series:Education Sciences
Subjects:
Online Access:https://www.mdpi.com/2227-7102/11/8/384
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spelling doaj-b6cf806833bb48039887ea31481f23be2021-08-26T13:41:05ZengMDPI AGEducation Sciences2227-71022021-07-011138438410.3390/educsci11080384Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling ApproachTakuro Uehara0Naoko Kojima1College of Policy Science, Ritsumeikan University, Ibaraki 567-8570, JapanCollege of Policy Science, Ritsumeikan University, Ibaraki 567-8570, JapanThis study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.https://www.mdpi.com/2227-7102/11/8/384English-medium instructionbest–worst scalingfaculty developmentinstitutional supportteachers
collection DOAJ
language English
format Article
sources DOAJ
author Takuro Uehara
Naoko Kojima
spellingShingle Takuro Uehara
Naoko Kojima
Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
Education Sciences
English-medium instruction
best–worst scaling
faculty development
institutional support
teachers
author_facet Takuro Uehara
Naoko Kojima
author_sort Takuro Uehara
title Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
title_short Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
title_full Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
title_fullStr Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
title_full_unstemmed Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
title_sort prioritizing english-medium instruction teachers’ needs for faculty development and institutional support: a best–worst scaling approach
publisher MDPI AG
series Education Sciences
issn 2227-7102
publishDate 2021-07-01
description This study explored the prioritization of English-medium instruction (EMI) teachers’ needs for faculty development and institutional support by applying a best–worst scaling approach to an EMI program in Japan. This prioritization is important as EMI programs need management under various constraints (e.g., time, budget, and teachers). This study also investigated how teachers’ needs for institutional support differ by English language competence and EMI teaching experience and their relationship with EMI programs (e.g., full-time or adjunct). Questionnaire surveys administered to 38 EMI teachers revealed that, overall, faculty development (FD) program menus training teaching styles, speaking skills, communication skills, and respecting the diversity of students should be prioritized such that it varies depending on the teachers’ English language competence levels but not their teaching experience. Irrespective of their relationship with EMI programs, the recognition and appreciation of their burdens, efforts, and contributions is most needed. There are noticeable differences based on their position over the necessity of pedagogical guidelines, teaching load, and economic incentive.
topic English-medium instruction
best–worst scaling
faculty development
institutional support
teachers
url https://www.mdpi.com/2227-7102/11/8/384
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