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A comparative study of academic literacy in English medium instruction programs in UAE and Finland

Iiskala Tuike; Mikkilä-Erdmann Mirjamaija; Chell Geraldine; Dillon Anna

dc.contributor.authorIiskala Tuike
dc.contributor.authorMikkilä-Erdmann Mirjamaija
dc.contributor.authorChell Geraldine
dc.contributor.authorDillon Anna
dc.date.accessioned2022-10-27T12:10:09Z
dc.date.available2022-10-27T12:10:09Z
dc.identifier.urihttps://www.utupub.fi/handle/10024/156742
dc.description.abstractGraduate students in English medium instruction (EMI) programs face challenges with academic literacy, the fundamental tool for thesis writing. Therefore, this paper investigates the promotion of academic literacy from the perspective of curricula. Aligning with Tardy's (2009) genre knowledge theory and its four genre knowledges necessary for developing academic literacy, this comparative study adopts a socio-cultural position of learning by utilising the knowledges as analytical lenses to explore and compare the documents of two masters programs in the UAE and Finland. Iterative theory and data-driven coding revealed that for both curricula, the intended learning outcomes address these four genre knowledges. However, tacit assumptions of two genre knowledges and possible culture shock concerning the transition from didactic learning to substantial independent study may be barriers for students in EMI settings. In addition, bridging the gap between English language entry requirements and learning outcomes, and fostering community learning environments may better facilitate the realisation of students' full potential.
dc.language.isoen
dc.publisherWESTERN AUSTRALIAN INST EDUCATIONAL RESEARCH INC
dc.titleA comparative study of academic literacy in English medium instruction programs in UAE and Finland
dc.identifier.urlhttp://www.iier.org.au/iier31/chell-abs.html
dc.identifier.urnURN:NBN:fi-fe2021093048026
dc.relation.volume31
dc.contributor.organizationfi=opettajankoulutuslaitos Turku|en=Dep. of Teacher Education Turku|
dc.contributor.organization-code2604201
dc.converis.publication-id56790578
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/56790578
dc.format.pagerange75
dc.format.pagerange56
dc.identifier.eissn1837-6290
dc.identifier.jour-issn0313-7155
dc.okm.affiliatedauthorIiskala, Tuike
dc.okm.affiliatedauthorMikkilä-Erdmann, Mirjamaija
dc.okm.affiliatedauthorChell, Geraldine
dc.okm.discipline516 Kasvatustieteetfi_FI
dc.okm.discipline516 Educational sciencesen_GB
dc.okm.internationalcopublicationinternational co-publication
dc.okm.internationalityInternational publication
dc.okm.typeJournal article
dc.publisher.countryAustraliaen_GB
dc.publisher.countryAustraliafi_FI
dc.publisher.country-codeAU
dc.relation.ispartofjournalIssues in educational research
dc.relation.issue1
dc.year.issued2021


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