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Contributors; 1 EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction; Abstract; 1 Introduction; 2 EMI and Higher Education in Asia-Pacific; 3 What Does 'EMI' Mean?; 4 Challenges for EMI; 5 Previous Research; 6 Aims and Scope of the Book; 6.1 Part 1; 6.2 Part 2; 7 Concluding Remarks; References; Part I; 2 The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation?; Abstract; 1 Introduction; 2 EMI in Malaysia; 3 EMI in Myanmar; 4 EMI in Other Selected Settings in Asia; 5 Discussion; 6 Conclusion; References
3 EMI Programs in a Vietnamese University: Language, Pedagogy and Policy IssuesAbstract; 1 Introduction; 2 Outline of EMI in Vietnam; 3 Policy Issues; 4 Institutional Issues; 4.1 English Entry Requirements; 4.2 Challenges in Implementing Overseas Curricula; 4.3 Students' ELP; 4.4 Academics' ELP and EMI Pedagogy; 5 Moving Forward: Recommendations; 6 Conclusion; References; 4 English Medium Instruction in Korean Higher Education: Challenges and Future Directions; Abstract; 1 Introduction; 2 The Introduction of EMI into Korean Higher Education; 2.1 Benefits of EMI for Individual Students
2.2 Government's Globalization of Higher Education2.3 Universities' Globalization Efforts; 3 The Current State of EMI in Korean Higher Education; 4 Problems and Challenges for EMI in Korean Higher Education; 4.1 University Rankings and Undemocratic Processes; 4.2 Students' Insufficient English Ability for EMI; 4.3 Professors' Insufficient English Ability for EMI and Frequent Use of Korean; 4.4 Hindering Students' Knowledge Acquisition; 4.5 Lack of Interaction and Inadequate Teaching Methods for EMI; 4.6 Lack of Empirical Data
5 Suggestions and Recommendations for the Improvement of EMI in Korean Higher Education5.1 Voluntary Participation in EMI; 5.2 The Establishment of Effective Support Systems; 5.3 The Establishment of an Adequate Classroom Environment; 5.4 Introducing EMI to Students in Later Years; 5.5 The Attainment of Empirical Data on the Effects of EMI; 6 Conclusions; References; 5 English Medium Instruction in Higher Education in Pakistan: Policies, Perceptions, Problems, and Possibilities; Abstract; 1 Introduction; 2 Contextualising EMI Policies in HE; 3 Perceptions Towards Language and MOI in HE
3.1 Three Studies on Language Preference and MOI in HE in Pakistan3.1.1 Mahboob 2002; 3.1.2 Mansoor 2005; 3.1.3 Irfan 2013; 4 Issues with Current Research on Attitudes Towards MOI in Pakistan; 5 Problems with EMI in Pakistan; 5.1 EMI and Academic Performance; 5.1.1 Students' Language Backgrounds; 5.1.2 Students' English Language Proficiency; 5.1.3 Research Publications by Pakistani Academics; 5.2 Which English in EMI?; 6 Possible Directions; 7 Summary and Conclusions; References; 6 EMI in Anglophone Nations: Contradiction in Terms or Cause for Consideration?; Abstract; 1 Introduction
3 EMI Programs in a Vietnamese University: Language, Pedagogy and Policy IssuesAbstract; 1 Introduction; 2 Outline of EMI in Vietnam; 3 Policy Issues; 4 Institutional Issues; 4.1 English Entry Requirements; 4.2 Challenges in Implementing Overseas Curricula; 4.3 Students' ELP; 4.4 Academics' ELP and EMI Pedagogy; 5 Moving Forward: Recommendations; 6 Conclusion; References; 4 English Medium Instruction in Korean Higher Education: Challenges and Future Directions; Abstract; 1 Introduction; 2 The Introduction of EMI into Korean Higher Education; 2.1 Benefits of EMI for Individual Students
2.2 Government's Globalization of Higher Education2.3 Universities' Globalization Efforts; 3 The Current State of EMI in Korean Higher Education; 4 Problems and Challenges for EMI in Korean Higher Education; 4.1 University Rankings and Undemocratic Processes; 4.2 Students' Insufficient English Ability for EMI; 4.3 Professors' Insufficient English Ability for EMI and Frequent Use of Korean; 4.4 Hindering Students' Knowledge Acquisition; 4.5 Lack of Interaction and Inadequate Teaching Methods for EMI; 4.6 Lack of Empirical Data
5 Suggestions and Recommendations for the Improvement of EMI in Korean Higher Education5.1 Voluntary Participation in EMI; 5.2 The Establishment of Effective Support Systems; 5.3 The Establishment of an Adequate Classroom Environment; 5.4 Introducing EMI to Students in Later Years; 5.5 The Attainment of Empirical Data on the Effects of EMI; 6 Conclusions; References; 5 English Medium Instruction in Higher Education in Pakistan: Policies, Perceptions, Problems, and Possibilities; Abstract; 1 Introduction; 2 Contextualising EMI Policies in HE; 3 Perceptions Towards Language and MOI in HE
3.1 Three Studies on Language Preference and MOI in HE in Pakistan3.1.1 Mahboob 2002; 3.1.2 Mansoor 2005; 3.1.3 Irfan 2013; 4 Issues with Current Research on Attitudes Towards MOI in Pakistan; 5 Problems with EMI in Pakistan; 5.1 EMI and Academic Performance; 5.1.1 Students' Language Backgrounds; 5.1.2 Students' English Language Proficiency; 5.1.3 Research Publications by Pakistani Academics; 5.2 Which English in EMI?; 6 Possible Directions; 7 Summary and Conclusions; References; 6 EMI in Anglophone Nations: Contradiction in Terms or Cause for Consideration?; Abstract; 1 Introduction