Engineering students’ challenges and coping strategies in English-medium instruction: a Q methodology study

Abstract

Using Q methodology, this study examines the challenges in English-medium instruction (EMI) and corresponding coping strategies among engineering students. The participants included 47 current and former undergraduate engineering students at a Thai university. The findings revealed three factors, each representing a distinct combination of challenges and coping strategies. The first factor represents students who encountered unfamiliar characteristics of instructors, yet they adopted an emotion-focused approach, treating these unfamiliarities as opportunities. The second factor pertains to the complexity of writing tasks due to limited vocabulary and grammar deficiencies, which were addressed by using various learning resources to enhance their writing skills. The third factor highlights the limited opportunities for spoken English communication within the programs, yet students remained positive, acknowledging the overall benefits of their participation. The findings offer valuable insights for the development of EMI engineering programs that cater to the unique needs of students.