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WP-1: Desk&Field study in Russia,�Results and Conclusions

Aleksei Kupriakhin,�Petrozavodsk State University

Support for Innovative Methodology, Approaches and Tools for Teaching through the Medium of English in order to improve Educational Yield, Sustainability and Internationalization [SMARTI]

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Geography of the research

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32/20*

    • HEIs

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19**

    • Cities

18

    • Regions
  • * 20 — the minimum number prescribed by the proposal
  • ** The full list: Moscow, Saint-Petersburg, Saransk, Kaliningrad, Tomsk, Kazan, Irkutsk, Ioshkar-Ola, Makhachkala, Perm, Ekaterinburg, Astrakhan, Novosibirsk, Petrozavodsk, Tula, Nizhniy Novgorod, Vladivostok, Naberezhnie Chelny, Samara

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    • A complex online survey for teachers and administrative staff (28 questions)��
    • A follow-up survey for Russian and international students (8 questions)

Field study

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    • Pin-pointing relevant publications (EMI, ESP, SCL)
    • A semantic analysis
    • A cross-check on SMARTI modules, national agenda
    • An inquiry to Russian NEO (relevant projects)

Desk study

Methodology overview

Raw data analysis

Rating

Opinion poll

Formal indicators

Google forms

Report

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Statistics: categorization

General indicators

Course/program transition into EMI

Tools and technologies within EMI curriculum

Qualities of an EMI lecturer

Difficulties and challenges

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Statistics: general indicators

29/32

Would prefer having more staff (EMI)

13/32

15/32

No EMI center/training available

8/32

7/32

Have less than 10 EMI lecturers**

20/32

Do not have EMI programs* at all

Experience staff shortage (EMI)

  • * EMI programs — programs taught in English
  • ** EMI lecturers — lecturers capable of delivering EMI curricula
  • *** 1-4 staff members per year

Have zero/extremely low*** level of incoming staff mobility

NB: In 17/32 of the respondent HEIs teachers have an opportunity to develop their linguistic and pedagogical competences within a special institutional based training/program

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Statistics: general indicators

Command of English:

    • 31/32 HEIs — B1-C2
    • 1/32 HEI — A1-A2(!)

Compliance with ECTS:

    • 8/32 HEIs do not have any courses/programs aligned with ECTS

Perception of EMI:

    • 0/32 HEIs consider EMI to be only a matter of language

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Statistics: course/program transition into EMI

None of the respondent HEIs agreed that a course or a program in Russian can be transferred into EMI just by means of translating it into English.

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Statistics: course/program transition into EMI

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Statistics: tools and technologies

23/32 (72%) of the respondent HEIs ranked “implementation of SCL approach” as 5 (maximum mark) while only 9/32 (28%) universities ranked “traditional lectures and seminars” as 5 as well.

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Statistics: qualities of an EMI lecturer

No less than 14 universities in each case opted for top-ranking the following options:

  • Oral speaking
  • Academic writing
  • Proper IT competence
  • ECTS tuning competence

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Statistics: difficulties and challenges

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SMARTI project initiative

Corresponding problem of Russian HEIs proved by the survey results

Elaborating of a special EMI curriculum training as a way of EMI teacher quality enhancement

 

Lack of EMI curriculum or qualified staff to develop/deliver it

Elaborating of ESP (English for specific purposes) training as a way of bringing the weaker English language speaking teachers to the survival level within EMI

Different level of language competence without any standards and regulations

Establishing of EMI centers at each partner HEI

Need for a special center responsible for EMI teacher quality enhancement/instruction: typical absence of such a center at Russian HEIs

Using ECTS/TUNING framework

EMI curricula often do not comply with ECTS

Support for academic mobility of teachers, active exchange of experience and best practices among EMI staff

Lack or total absence of academic mobility for teachers and/or international cooperation within sphere of EMI

Field study: Conclusions

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  • There are few articles on Academic Writing issues
  • A very limited number of publications (2017-2020) addressing the issues of problem-based learning, critical/analytical thinking, case study etc.
  • There is an obvious lack of academic articles and publications covering the issues related to EMI Oral Teaching Skills
  • There appears to be only one article describing EMI teaching process planning and organization (including for oral classes) on the example of one particular university.
  • There has been no attempt to elaborate a universal, framework approach to organization of EMI programs in Russian HEIs

Desk study: Results of literature review

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Desk study: Search for related projects

  • Tempus PROSET — «Promoting Sustainable Excellence in Testing and Assessment of English» (started in 2011)

As Lucie Betáková, University of South Bohemia in České Budějovice, Czech, puts it, “The general aims of the project are: ��To train specialists from partner universities in the area of testing and assessment; To prepare courses in testing and assessment to be taught at partner universities. The courses should comply with ECTS system; To train teachers of English in both pre-service and in-service courses in testing and assessment”.

  1. Cambridge University Press Representative Office in Moscow
  2. Chelyabinsk State Pedagogical University
  3. Far Eastern Federal University
  4. Immanuel Kant State University of Russia
  5. Karelian State Pedagogical University
  6. Ministry of Education and Science of the Russian Federation
  7. Mordovian N. P. Ogarev State University
  8. National Association of Teachers of English
  9. Nizhny Novgorod Linguistics University
  10. Samara State University
  11. Southern Federal University
  12. Surgut State University of Khanty-Mansiysk Autonomous District
  13. Tatar State University of Humanities and Education
  14. Ulyanovsk State University

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  • “Export of Education” program: 8-year long federal project aiming at significant increase of Russian share in international educational market.

Examples of program activities:

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Desk study: National framework

  • Stimulating payments (20% of average salary) for no less than 33% of academic staff having command of English language (or another foreign language) of a HEI receiving international students. �
  • Full scale support for digital educational resources (both: competition-based grants for creators and digital educational resources/MOOC enhancement): 12 billion roubles.�
  • Unprecedented support for international students: large scale increase of budgetary-financed quotas (10000 additional places yearly: 36 billion roubles up to 2025), building of campuses and facilities etc. (302 billion roubles for 5 campuses and 25 dorms of 3000 places capacity in aggregate) �

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  1. To consider topics: international partnership, contacts, joint research work, internal and external mobility factors, opportunities of financed internships and study-visits etc.
  2. To make emphasis on identifying the level of each participant and, if necessary, bringing it to the corresponding “survival” level.
  3. To incorporate the relevant technologies in the very process of training.
  4. To shed light on other modern opportunities which could substitute the outdated ones with a great efficiency advantage (presentations, online-tools etc.)
  5. To emphasize that EMI cannot be considered only as teaching in a foreign language.
  6. To come up with a general guide or a set of applied recommendations on how to start from a scratch (topics in question: necessary resources, requirements, accreditation issues, possible benefits, advantages and threats etc.)

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IEWG Recommendations

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WP-1: Desk&Field study in Russia,�Results and Conclusions

Aleksei Kupriakhin,�Petrozavodsk State University

Support for Innovative Methodology, Approaches and Tools for Teaching through the Medium of English in order to improve Educational Yield, Sustainability and Internationalization [SMARTI]

Erasmus+

Presentation made by:

Erasmus+ SMARTI

Support for Innovative Methodology, Approaches and Tools for Teaching through the Medium of English in order to improve Educational Yield, Sustainability and Internationalization [SMARTI]

Erasmus+