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Although English-medium instruction (EMI) has been implemented and developed rapidly in higher education, little is known about its learning process and effects. This study employed a systematic approach to explore how diverse factors affect student performance in English and disciplinary learning. We conducted a survey to collect students’ self-re...
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... the eight latent variables in the structural model, the first six variables (prior knowledge, effort, interest, course, teacher, resource) are modelled formatively, as their indicators represent different dimensions of the constructs and together form the overall meaning, while the latter two variables (Student Performance in English and subject) are modelled reflectively, as their indicators reflect the meaning of the constructs and are the effects of the variables. As inner model and outer model are constructed, the overall PLS model is illustrated in Figure 3 below. Formative models can be identified as the arrows going from the indicators to the corresponding variable, while reflective models are to the contrary. ...
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... The literature consistently indicates that irrespective of the language of instruction prior to entering an EMI university, the English language proficiency of undergraduate EMI students remains one of the challenges for effective EMI implementation in the region [9,10]. Yet there is evidence that the language of instruction during secondary education plays a crucial role in EMI outcomes, as English instruction may rely heavily on prior knowledge [11]. ...
EMI became an educational policy in Kazakhstan and its benefits are not arguable. Although EMI state is in action challenges emerge on the way. Therefore, continuous research in this field is needed for educated decisions on all levels of education. Considering higher education level interrelated with others, schooling as a previous step might have an impact on it. This article investigates the correlation between the academic performance of undergraduate students in English as a Medium of Instruction (EMI) programs and their language of instruction during secondary school. The primary objective is to determine whether studying in English during secondary education confers an advantage to EMI undergraduates. By utilizing administrative data obtained from a selective private EMI university in Kazakhstan (n=6.980) and conducting t-test analyses, the study reveals that students who studied in EMI secondary schools perform better academically in their EMI university studies. The implications of these findings on policy are discussed. Keywords: English-medium instruction, higher education, academic achievement, EMI, trilingual education.
... Considering the findings of Guo et al., such an environmental factor as resources available directly impacts the students' performance [12]. To provide successful implementation of EMI and quality education, HEIs should be sufficiently equipped with necessary educational resources and tools which include educational-methodical guides and materials for teachers, electronic and digital coursebooks, language laboratories, specialty labs (for science disciplines), computer classrooms, library repositories, various digital platforms for online learning and MOOCs, LMSs, up-to-date software and hardware. ...
In order to align with the requirements of the Bologna declaration and to successfully integrate into the European Higher Education Area, the Kazakhstani government started the rapid implementation of English as a Medium of Instruction (EMI) in the educational sector all over the country. This research paper aims to present a comprehensive overview of the academic policies surrounding the implementation of EMI in Kazakhstani higher education, specifically in 11 universities with full and partial EMI. EMI is considered to be an instrument that helps universities achieve their internationalization goals, such as student and faculty mobility, research collaboration, international ranking. The study employs content analysis of publicly available institutional policies and university official websites as a research method. It was found that while some Kazakhstani universities with EMI programs have defined clear institutional policies, regarding the internationalization processes, language requirements for admission, availability of language support for students, and internationalized curricula, others do not provide essential information on these processes. Overall, the document analysis revealed the deficiency of proper policy support that might hinder the effectiveness of EMI provision. Thus, the findings offer some important insights into how EMI implementation processes are reflected in the institutional academic policies and emphasize the need and urgency of addressing the revealed gaps to make the process beneficial for all stakeholders.
... Several studies investigated the quality of these programmes by analyzing the student's academic achievements and the educators' and students' experiences in these programmes (Bolton and Botha 2015). Studies revealed that factors such as professors' and students' English proficiency levels (Williams 2015), the appropriateness of the educational policies (Hu and Lei 2014;Zhang 2017), and the professors' teaching capabilities in English (Guo, He, and Wang 2022) determined the quality of EMI programmes. These findings showed an overreliance on English, which acted as a barrier to teaching and learning in EMI programmes. ...
... In EMI programmes with English-only policies, students experienced challenges in comprehending the content, demonstrated unsatisfactory academic outcomes, and experienced high levels of test anxiety (Sert 2008). Moreover, instructors' limited English proficiencies often hindered the communication between students and the instructors, and students hesitated to raise questions when they experienced difficulties in comprehension (Guo, He, and Wang 2022). Similarly, students experienced challenges in content learning in EMI programmes dominated by Englishonly policies (Aizawa et al. 2020). ...
... The challenges experienced in EMI programmes due to varying level's of English proficiency revealed a need for a change in monolingual policies in these programmes (Kirkpatrick 2014;Li 2018;Paulsrud, Tian, and Toth 2021). Although some students and teachers expressed affinity and satisfaction with the monolingual English-only policies in EMI classrooms (Dearden and Akıncıoğlu 2016;Guo, He, and Wang 2022;Song 2019), recent research revealed enhancements in students' academic and linguistic performances in EMI classrooms with bilingual language policies (Macaro and Aizawa 2022;Paulsrud, Tian, and Toth 2021). Moreover, bilingual practices in EMI classrooms could facilitate content delivery, comprehension, and academic content learning (Infante and Licona 2021;Zhang and Wei 2021), promote biliteracy (Zhou et al. 2022), increase high-order mental processes (Yuan and Yang 2020) and expand students' linguistic repertoire (Basturkmen and Shackleford 2015). ...
The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students’ learning and wellbeing. This study explored international graduate students’ learning and languaging experiences in an EMI graduate classroom with flexible multilingual policies in a Korean university. Data included field notes, students’ work and language samples, and focus group interviews with students. Using thematic analysis of qualitative data, the authors reported that students’ experiences with multilingualism as a resource approach were mostly productive since it created third spaces for the participants to deploy their multilingual resources to construct, promote and demonstrate learning in their class reports. Participants also reported increased compassion for each other through collaborative learning and enhanced understanding of both home and new languages during their studies in the graduate programme that was mediated through multiple languages. This study offered implications for EMI practitioners, higher education institutions, and policymakers regarding language planning, language policy, and language support in EMI contexts.
... They may not fully understand how to implement effective teaching strategies, regardless of their English proficiency (Prabjandee & Nilpirom, 2022). Another study found that resistance to EMI also exists among many students and teachers, and some studies show that EMI causes educational inequality, as it tends to favor some elite institutions and individuals more than others who can access better resources to become winners in this English language race (Guo et al., 2022). Meanwhile, the practice of EMI in Indonesian universities has a main purpose, which is to cope with competition among global universities. ...
In Indonesian education, English as an Introductory Language (EMI) is gaining recognition as an approach that uses English as the main language of instruction in schools and universities. EMI is designed to help students improve their English language skills while studying various subjects. This approach has been favored in countries where English is not the mother tongue, offering many advantages, such as preparing students for global communication, improving access to English academic resources, and increasing the competitiveness of educational institutions. However, EMI also provides challenges related to teachers' skills, pedagogical knowledge, and the effectiveness of EMI learning strategies. This study aims to explore the perspectives of 37 educators in Jakarta through descriptive qualitative research on EMI. The educators strongly believe that EMI is an efficient tool to improve student's English proficiency and their understanding of the subject matter. To support the implementation of EMI, this study recommends additional training in EMI, fostering collaboration between experienced and new teachers, and implementing innovative teaching methods. The study concluded that the successful implementation of EMI in the Indonesian educational context depends on the collective commitment of educators, students, educational institutions, and authorities. Continuous support, evaluation, and emotional support for educators and learners are crucial to ensure the effectiveness of EMI in a better education landscape.
... In their recent systemic review, Molino et al. (2022) report that shifting the focus from E to I in EMI university settings does not seem to have a significant effect on academic content learning, moreover there seems to be a language proficiency range above which the use of English does not have any impact on content learning either. This finding is in line with the results of Dimova and Kling's (2018) review of the literature and Lijia's (2022) systematic analysis of the learning processes involved in Chinese EMI HE settings. Neither showed any significant relation between English level and academic success. ...
Although it has grown at an exponential rate globally, English medium instruction's (EMI) conceptually problematic nature steered more confusion than clarity and consensus in the contexts of higher education (HE). In the field literature, the dominant paradigm pertains to descriptive statements rather than definitions and research seemed to reach a saturation point where a new vision is required that of problem solving. By employing a critical stance towards globalisation hence internationalisation and opting for a multilingual perspective, this conceptual paper presents arguments firstly on the concepts that are involved in the definition of EMI and then on EMI teacher training and EMI policy while keeping a focus on learning in EMI HE settings. In so doing, definitions for the concepts of EMI and EMI quality are provided as prospective reference points for HE stakeholders to adhere to during their EMI development practices. Concluding remarks on internationalization as being one of the motivations to implement EMI in HE settings and calls for research on critical EMI and EMI content teacher competencies are also provided. ARTICLE HISTORY
English as a medium of instruction (EMI) has gained significant popularity and development over the past decade, especially in higher education, reflecting a larger trend toward globalization. While EMI is becoming a widespread institutional practice, the bulk of research has mainly concerned with its effectiveness for subject content and language proficiency. Those research appeared to have reached a point of saturation, necessitating a new perspective focused on problem-solving. However, previous studies have shown inconsistent findings whether students benefit from taking content-based courses through a language that they are still developing. Researchers should promptly examine the elements that impact efficacy, such as students' inadequate English proficiency and teachers' insufficient pedagogical ability. This study analyse the current situation and major problems of EMI course in colleges and universities. From students' learning adaptations, and teachers' pedagogical proficiency, this study clarifies with a view to providing certain insights for the development of EMI courses in China.
This quasi-natural experimental study examined an online teaching intervention implemented in response to COVID-19 in China in 2020. It applied the difference-in-difference model to examine the impact and path of the intervention on students’ learning performance of a college foreign language (LPCFL). Based on data from records of withdrawing and changing courses, classroom learning, and teaching evaluations; a questionnaire survey of teachers and students; and relevant school documents during the last seven terms, the results indicated that the online teaching intervention could significantly improve students’ LPCFL. This finding remained robust after adopting a placebo test approach to mitigate possible endogeneity issues. Additionally, this study also conducted a group test through sub-sample regression based on students’ discipline characteristics and intervention organization methods. The results showed that the students who participated in the intervention significantly improved in the three disciplines: humanities was most significantly affected, science and engineering were least significantly affected, and economics and management were in the middle. A range effect was observed for organizational methods. The two downward transmission methods by college teaching management terms had significant positive effects, whereas the other two methods of downward transmission by college student management had significant negative effects. An analysis of the action mechanism indicated that the online teaching intervention mostly improved LPCFL through two channels: students’ learning input and learning support. Overall, these findings not only help expand the research framework on macro environmental intervention policy and micro-learning behavior but also have implications for the in-depth understanding of the real learning effect of online learning interventions for college students and their design in the post-COVID-19 era.
