Motivating Non-Native Teachers to Use EMI in Writing Classes for Higher English Proficiency in Rural Punjab

This presentation discusses how to motivate non-native English teachers to use EMI in English writing class to increase students' proficiency in rural Punjab's public schools. It covers the research problems, aim, and questions, as well as the significance and limitations of the research. The discussion includes demotivating factors and ways to improve the use of English as the medium of instruction. The thesis statement highlights the benefits and challenges of using EMI, and the significance of the research for teachers and students. The presentation concludes with implications for future research.

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Motivating Non-Native Teachers of English to Use EMI in
Writing Classes Towards Achieving Students' Higher
English Proficiency in Primary Schools in Rural
Punjab(India)

Outline
1. Introduction
1.1 Key concept
1.2 Context of Research
1.3 Research Problems
1.4 Research Aim
1.5 Research Questions
2. Research Methodology

Outline (continue)
3. Discussion
4. Thesis Statement
5. Significance of the Research
6. Limitation of Research
7. Implementation for Future Research
8.Concluding Remarks

1.1 Key Concept
• Motivation:
• EMI:

1.1 Context for the Research
- Primary school teachers
- Public schools in Rural Punjab(India)
- English as a Second Language
- Motivation affecting teachers to use EMI in
English writing class towards achieving students
higher proficiency.

1.2 Research Problems

1.3 Research Aim
• To investigate that how to motivate non-native English
teachers to use EMI in English writing class to increase
students proficiency.

1.4 Research Questions
1. What demotivates the teachers to use EMI in English writing
classes in rural Punjab’s public schools?
2. How teachers can be motivated to use EMI in English classes
in public primary schools?

When perceived in terms of demotivating factors which become barriers for
the teachers especially in the rural areas to using the English language,
include various aspects. As seen from a study by (), the teachers in such
schools treat English as a foreign language towards which they possess a
distinctive term.
3. Discussion

They are distinctive towards the nature of the language, as well as
towards the methodology of the teaching thus raising problems in the
teacher-learner relationship. Another study showed that the teacher
expectation in the classroom also becomes a demotivating factor.

The teacher expectations are often an accurate assessment of
student ability and expectations do affect teacher-student interaction
and student learning outcomes, but as the teachers are lacking the
accuracy they are often demovitated. A study showed that there is a
lack between the correlation between the teacher and the learner in
the rural schools which makes the teachers demotivated.

A recent study showed that in order to improve the use of English as
the medium of instruction the teachers in most of the primary schools
needs to be screened for their language abilities first. Those who will
succeed in such screening test will be able to gain to confidence
about using English as the medium of instruction.

A study by (), showed that the oral skills should be improved so that
the teachers will be able to better handle the questions of the
students. Additionally provision of language support could be
provided to the teachers who wish to enhance their proficiency in
the English courses in the academic context.

A study also showed that the pedagogical support assisting lecturers
with effective teaching techniques can be provided to encourage
student participation and minimize teacher talk. This way the teachers
can be more confident in using English as the medium of instruction.

4. Thesis statement
Using English as EMI has benefits such as a achievement of providing
students with English proficiency, raising the standard of teaching and,
overcoming disadvantages of traditional methodology and uses
authentic material; although, there are fewer challenges, like teachers
need of additional training in English proficiency. Therefore, teachers
should unite their criticism with test of English proficiency so that while
policy making, policymakers are able to support the teachers with
training.

5. Significance of research
• Help teachers to use EMI effectively in English writing class.
• Better results of students.
• Help to grow teachers as well.

6. Limitation of research
• Referring to only literature review.
• Small sample.
• Only rural area of Punjab.
• Focus on only public schools.

7. Implications for future research
• Larger sample including public and private schools.
• All over Punjab .
• Focusing on student as well.
• More time and deeper research.

Concluding remarks
This research was focusing on using English as EMI so that
the proficiency of teachers in reading , writing and speaking
can be assessed.
In this process the thesis statement , research problem
methodology significance and limitation of the research was
presented.

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