Speaker
Description
Among the previous global studies of EMI in higher education institutions (HEIs), policymakers have paid attention to EMI implementation to maximize internationalism outlooks and student mobility. They have recognized key challenges facing lecturers and students while pursuing non-English undergraduate programs at university despite the growth of EMI implementation (Dafouz & Smit, 2016; Macaro et al., 2019; Nguyen, 2018). EMI has been applied in Vietnam since the 1990s (Nguyen, 2018), but mostly in big cities, not the Mekong Delta (MD). Regarding challenges of EMI implementation, the paper reveals the results of an analysis of EMI lecturers' agency and training needs at three universities in MD to deal with the situation. Qualitative data was collected through interviews (n=18) and classroom observations (three classes) to explore the lecturers' agency and their needs in specific areas: language capacity, methodology, materials and resources, and continuing professional development training beyond the EMI programs. The study's findings revealed the lecturers' agency. They indicated training needs with both sides: lecturers' English language capacity is sufficient to conduct EMI classes, and another seems less confident due to language capacity, EMI pedagogical competence, and specific ongoing EMI training courses. It is also aligned with the results of previous studies (Dafouz, 2018; Macaro et al., 2019; Pérez-Cañado, 2020) but with some new insights that should be considered in Vietnam for further better EMI implementation. The recommendations have offered researchers opportunities to conduct EMI future research in other universities in MD or regional countries (Lao, Thailand, and Cambodia).
Biography
Chau Soryaly is a lecturer/researcher with BAs in TESOL at Can Tho University, Vietnam. She received the scholarship for a Master's degree in Educational Administration at the University of Hawaii at Manoa, USA. She also received a PhD scholarship at the Education University of Hong Kong from 2020 to 2025. Her research fields are EMI, TESL, TEFL, and educational administration. She has presented at diverse international TESOL conferences and published articles on TESOL, English language education, and educational administration.
