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.
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