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dc.contributor.authorBukve, Trude
dc.date.accessioned2021-07-16T11:27:24Z
dc.date.available2021-07-16T11:27:24Z
dc.date.created2021-02-02T14:12:28Z
dc.date.issued2020
dc.identifier.issn1457-9863
dc.identifier.urihttps://hdl.handle.net/11250/2764675
dc.description.abstractThis study aims to explore gender differences in students’ perspectives on language use within higher education (HE), using data from a survey distributed to students at two universities in Norway and Finland. Analysing responses concerning language use in HE, I found that most students were positively inclined towards English medium instruction (EMI). However, while there in both countries were only small differences in attitudes towards EMI between male and female students, in Finland, female students were less confident in their English skills than male students were. Furthermore, female students in both countries reported more difficulties in coping with English in their day-to-day studies, as compared to male students. This article demonstrates the advantages of applying a multidimensional perspective when analysing gendered attitudes in HE. Further, the present study highlights some of the practical challenges that HE institutions should acknowledge in order to implement language policies that meet students’ needs.en_US
dc.language.isoengen_US
dc.publisherUniversity of Jyväskyläen_US
dc.titleStudents’ perspectives on English medium instruction within higher education. Exploring gender differences in Norway and Finlanden_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2020 the authoren_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.17011/apples/urn.202002272211
dc.identifier.cristin1885909
dc.source.journalApples - Journal of Applied Language Studiesen_US
dc.source.pagenumber7-24en_US
dc.identifier.citationApples - Journal of Applied Language Studies. 2020, 14 (1), 7-24.en_US
dc.source.volume14en_US
dc.source.issue1en_US


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