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The present study examined the instructional outcomes of the use of Reading Circles (RC) in first year English-Mediated Instruction (EMI) College of Education classes at a university in Korea using a mixed method approach using independent samples t -tests and correlations of survey data and thematic analysis of semi-structured interview data. Thirty-nine first-year students participated in the survey examining engagement, usefulness, and outcomes, and interviews. While students who perceived their English as proficient had lower apprehension, students with previous RC experience showed less apprehension than those without RC experience. More engaged students were found to be less anxious, more positive, and claimed the RC approach to learning was more useful. The results of the interviews showed that RC lessened anxiety and increased learner autonomy and opportunities for collaborative learning. The study recommended EMI class instructors incorporate RC in EMI classes, as well as presented implications for the online EMI learning environment.

Teacher attrition is a global concern. Because motivation drives a teacher to persist in their teaching career and affects their effectiveness, persistence among pre-service teachers is important. This exploratory study ( N = 55) of college of education students at a university in metropolitan Seoul, South Korea, using survey data, used (a) independent samples t-test to determine reasons for persisting and (b) correlation analysis among demographics and five persistence factors: Academic Integration, Social Integration, Supportive Service Satisfaction, Degree Commitment, and Academic Conscientiousness to understand persistence to a teaching career. The main motivation, job security, moderately correlated with two persistence factors while general interest in the subject and English proficiency positively associated with all persistence factors. The higher students assessed their English proficiency, the more they did not wish to become a teacher because of “salary.” More frequent and earlier teaching practicums and capitalizing on the Halo Effect are discussed for positive results.

This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

Prior research has focused on English as the medium of instruction (EMI) classes as a means of increasing language competency and motivation. However, studies have yet to examine the use of students' given names by instructors in EMI classes in Korea. This manuscript investigated EMI classes taught by foreign faculty across several academic fields to learn about student attitudes towards the use of their given name in class and if instructors' knowledge and use of students' given names influence student engagement and satisfaction in order to better EMI teaching and learning environments. Students' perception of encouragement, satisfaction with lecturer care, use of their given name, and English skills were all significant when students believe instructors learn and then use their given name in class. On the whole, use of students' given names was highly valued by students in EMI classes. Results, pedagogical implications, and suggestions for follow-up studies are discussed. [ABSTRACT FROM AUTHOR]