An Investigation into Instructional Methods and Techniques in an EMI Context in Turkish Higher Education: A Case Study

This study aims a) to investigate EMI lecturers' instructional methods and techniques in two departments with distinct EMI regimes (100% English and 30% English), explore influencing factors underlying their choices and their revision and review policies, and b) to compare lecturers' choices and students' opinions regarding the instructional method and techniques between the two program types. In the case study approach, an explanatory sequential mixed-methods design was utilized where the data were gathered from six EMI lecturers and 81 EMI students from the Molecular Biology and Genetics (MBG) (100 % EMI) and Biology (30 % EMI) departments at a state university in Türkiye through questionnaires. Then, semi-structured interviews were conducted with six EMI lecturers. The questionnaire results show that the EMI lecturers frequently choose to implement individual and interaction-centered methods and techniques. Contrarily, in the semi-structured interviews, the majority of them mentioned teacher-centered methods and techniques. The analysis of questionnaire and interview data reveals that these choices are influenced by several factors with EMI being one of them. The EMI lecturers generally do not have a systematic practice of exchanging ideas with their colleagues and students to review and revise their methods and techniques. Regarding the students’ questionnaire findings, the majority reported that the EMI lecturers use teacher-centered methods together with either individual-centered or interaction-centered methods and techniques. In terms of instructional methods and techniques, the lecturers’ choices remain consistent across different departments. Similarly, students’ opinions indicate similarities in chosen methods and techniques in both departments. Finally, the findings have a number of implications for the use of instructional methods and techniques in the EMI context.