An Exploration of the Factors Hindering Students’ Lesson Comprehension in EMI Classes

Abstract

The implementation of English as a medium of instruction (EMI) has been found to bring numerous benefits to its learners. There has been a rising trend in introducing EMI at higher education institutions worldwide. However, challenges are ubiquitous and there is still prevalent hesitation in integrating content and language in many institutions. This study aimed to explore factors hindering students’ level of lesson comprehension in EMI classes through a mixed-method study carried out on 233 participants at Hoa Sen University, Vietnam. The findings showed that variables hampering students from lesson understanding were mainly associated with instructors’ teaching methods and students’ and instructors’ language competences. Results from standard multiple regression indicated that vocabulary range, writing skills and teaching methods were found to have significant contribution to the prediction of the level of lesson comprehension of the students. The findings of the study could be a considerable reference source for universities aiming at implementing EMI programmes.

Student satisfaction with EMI courses: the role of motivation and engagement

“…Phuong and Nguyen (2019) revealed that students recognized the benefits of EMI in terms of cognitive advantages, resource availability, opportunities to learn English due to more exposure, and increased employability. Tran et al (2020) discovered that the range of vocabulary, writing skills, and teaching methods used in EMI contributed significantly to students' predicted levels of comprehension. To date, EMI research in Vietnam has investigated the challenges that both teachers and students face, as well as some benefits that EMI courses can have for students (Tran and Nguyen, 2018).…”

Utilisation of the CDIO framework on specialised subjects with EMI-based design at the Faculty of Journalism and Communication

“…Tuy được rất nhiều kỳ vọng, nhiều nghiên cứu trên thế giới đã chỉ ra các môn học chuyên ngành thiết kế theo EMI bộc lộ nhiều hạn chế như khả năng tiếng Anh của sinh viên và giảng viên kém sẽ làm suy giảm đáng kể chất lượng đào tạo của môn học 1,2 . Tương tự tại Việt Nam, tuy các môn học chuyên ngành thiết kế theo EMI nằm trong định hướng chiến lược cần tăng cường trong các cơ sở giáo dục đại học 3 nhưng quy trình thực hiện vẫn bộc lộ nhiều hạn chế như khả năng truyền đạt bằng tiếng Anh của giảng viên 4 , khả năng tiếp thu và lĩnh hội tri thức của sinh viên 5…”