The Use of Authentic Materials in English-medium Instructed Business Classes in Higher Education to Improve Learning

Abstract

Background: English-mediated instruction (EMI) in English as a Foreign Language (EFL) context has recently become a pressing issue. Tunisia has established the Tunis Business School (TBS) as the first public high institute where all business and scientific content is taught in English.

Objective: This research evaluates the academic efficacy of authentic materials used in EMI classes at TBS.

Method: The study incorporates data collection methods such as student questionnaire copies, teacher interviews, classroom observations, and document surveys. The results were presented in tables, charts and pros format as appropriate.

Results: This study finds that students’ difficulties include the need for high language proficiency, inadequate academic knowledge in their fields of specialisation, and unfamiliarity with the contexts of other countries. Furthermore, teachers' involvement in the process is limited due to a lack of empowerment, and most materials need to be more authentic, leading to comprehension issues and negatively impacting students' examination performance.

Conclusion:  There is a call for more cooperation between subject and language teachers regarding curriculum development and language.

Unique contribution: This study has provided evidence that could guide ways of improving second-language learning in developed and developing countries.

Recommendation: Language training and collaboration with English for Specific Purposes teachers should be promoted to improve students' understanding of English-medium content.