EMI Academics’ Cognitions and Actual Practices of Correct Pronunciation

The purpose of this study is to investigate EMI academics’ cognitions and practices regarding

pronunciation of English as a foreign language in EMI classrooms. The study was conducted

using a qualitative research design and a semi-structured interview format. The participants of the

study were university instructors, associate professors, and professors from different departments

including Faculties of Medicine and Nursing, Departments of English Language Teaching,

English Language and Literature, and Translation and Interpreting Studies. The qualitative data

were collected through interviewing the participants. The results revealed that EMI academics

generally had positive attitudes toward correct pronunciation in EMI classrooms. They reported

that proper pronunciation could lead to a better understanding of content and improvement in

general language skills, particularly pronunciation proficiency. Based on the findings of this study,

it can be concluded that EMI can be considered an efficient means of improving students’ English

pronunciation and content learning since teaching content through English provides the students

with more exposure to the language and more opportunity to practice English pronunciation.

The purpose of this study is to investigate EMI academics’ cognitions and practices regarding

pronunciation of English as a foreign language in EMI classrooms. The study was conducted

using a qualitative research design and a semi-structured interview format. The participants of the

study were university instructors, associate professors, and professors from different departments

including Faculties of Medicine and Nursing, Departments of English Language Teaching,

English Language and Literature, and Translation and Interpreting Studies. The qualitative data

were collected through interviewing the participants. The results revealed that EMI academics

generally had positive attitudes toward correct pronunciation in EMI classrooms. They reported

that proper pronunciation could lead to a better understanding of content and improvement in

general language skills, particularly pronunciation proficiency. Based on the findings of this study,

it can be concluded that EMI can be considered an efficient means of improving students’ English

pronunciation and content learning since teaching content through English provides the students

with more exposure to the language and more opportunity to practice English pronunciation.

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