A multi-perspective study on tertiary level students’ academic English speaking skills in a Turkish EMI context

Abstract

This study investigated the perceptions of academic speaking skills outlined in the Turkish Higher Education Quality Council's (YÖKAK) Minimum Evaluation Criteria for English Preparatory Schools. Quantitative data were gathered from 265 pre-sessional EAP students, 67 pre-sessional EAP instructors, 47 undergraduate students, and 28 content professors at various departments at an EMI university via questionnaires. Participants' perceptions of the importance of academic speaking skills, practice opportunities in pre-sessional courses, and the competence of undergraduate students in these skills were examined through various parametric and nonparametric tests employing IBM Statistical Package for Social Sciences (V23). Findings indicate a consensus on the importance of academic speaking skills across all stakeholder groups despite some differences between pre-sessional students and content professors. Moreover, perception differences are observed among presessional students based on their disciplines. As to the practice opportunities in the pre-sessional courses, having an ELT educational background is detected to affect pre-sessional EAP instructors' perceptions. Finally, results reveal perception differences between undergraduate students and content professors on students' competency in academic speaking skills. Awareness raising, enhanced practice opportunities, better assessment of academic speaking skills, and encouraging reflective practices are recommended.