LECTURERS’ AND STUDENTS’ EXPECTATIONS AND BELIEFS ABOUT THEIR ROLES IN ENGLISH LANGUAGE PROFICIENCY DEVELOPMENT IN EMI IN A ROMANIAN UNIVERSITY
LECTURERS’ AND STUDENTS’ EXPECTATIONS AND BELIEFS ABOUT THEIR ROLES IN ENGLISH LANGUAGE PROFICIENCY DEVELOPMENT IN EMI IN A ROMANIAN UNIVERSITY

Summary/Abstract: An important component of higher education development programmes and policies, internationalisation has become the driving force in universities which seek to increase their visibility, recruit a growing number of home and international students, strengthen their institutional collaboration with overseas partner universities and improve their prestige. Administrative and managerial effort is channeled towards the implementation of English medium instruction (EMI) both in under- and post-graduate education. The accelerated movement in higher education towards EMI for more student recruitment has also led to research interest in the topic of EMI implementation and outcomes. Drawing from previous work on these topics, the present study investigates EMI in the local context of a Romanian HEI, an engineering university. The research questions pertain to the topics above, and more closely to the motivation of students to enroll in EMI programmes, the impact of EMI on English language learning, as well as the students’ and content teacher’s roles and perceptions of English language learning in EMI. Using an exploratory preliminary qualitative survey, the study focuses on the perceptions of students on their English language proficiency development while studying engineering in English and on their expectations regarding who and what can contribute to improving language proficiency while acquiring specialized knowledge and competencies in English as the language of teaching.Keywords: ELT in higher education; English as medium of instruction (EMI); language pedagogy; language curriculum; CLIL.

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