Abstract
Knowledge acquisition of university students is influenced by many factors including program quality, teacher quality and support, classroom environment, medium of instruction, peer ecosystem, infrastructure availability and other non-academic enablers. This study aims to examine Uzbek classroom experience in internationalization (EMI) programs led by both foreign and local faculty within both the public and private university settings. 280 responses were received, 42 of them from students studying in public universities and 238 from those studying in private universities. The study triangulates the survey responses with a focus group study and fleshes out several interesting insights. We observe significant effect of public university and faculty type on peer pressure. The interaction effects between university type and university type show significantly better results in favor of the international faculty. Students’ classroom experience in international faculty classes is better on both the parameters - teacher supportiveness and teacher adaptability.
Recommended Citation
Malla, Praveen
(2023)
"Uzbek Students’ Perception of Classroom Experience in EMI Courses,"
Essays in Education: Vol. 29:
Iss.
1, Article 7.
Available at:
https://openriver.winona.edu/eie/vol29/iss1/7
