Factors Affecting EMI Attitudes of Engineering and Nursing Students

Abstract

The internationalization of higher education has led to the increasing number of English as a Medium of Instruction (EMI) programs in contexts where English is not the first language nor the medium of communication, including Thailand. The introduction of EMI programs, however, is not without challenges. Therefore, a survey questionnaire was used to investigate the attitudes of engineering and nursing students toward EMI. Differences of attitudes based on the program of study, gender, nationality, year level, number of years studying English, the language of instruction in high school, Common European Framework of Reference for Languages (CEFR) level, and perceived proficiencies in speaking, reading, writing, and listening were explored. In addition, factors affecting the students’ EMI attitudes were known using exploratory factor analysis. Findings have shown significant differences in various aspects of EMI based on the program of study, CEFR level, and perceived proficiencies of the four macro language skills. Also, eight factors were elicited, including difficulties of the English language, availability of resources and opportunities, personal goals in life, limitations of time when studying content courses in English, providing activities to improve English language proficiency, enhancement of career goals, supports needed, and motivation and intercultural ability. Finally, implications were outlined to support the implementation of EMI, dubbed as an “unstoppable train”, in similar contexts like Thailand.

Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs

“…Unlike language classes where interactions are encouraged, EMI courses may have to focus on delivering content with a minimal language component. As found in EMI literature, content teachers hardly integrate language into their teaching due to a lack of linguistic competence or time constraints [36]. Further investigation of this issue using CLIL [32] would enhance our understanding of how lack of autonomy happens or at least how autonomy can be promoted in EMI programs, courses or lessons.…”

“…In Thailand, studies have focused on perceptions of teachers towards content and language instruction in EMI [32], teacher beliefs and practices [33,34], and attitude of students towards EMI [35,36].…”

“…Recently, Wilang and Nupong [36] elicited eight factors among engineering and nursing students affecting their attitudes toward EMI including difficulties with the English language, availability of resources and opportunities, personal goals in life, limitations of time when studying EMI courses, providing activities to improve English language proficiency, enhancement of career goals, supports needed, and motivation and intercultural ability. Without the 'right' attitude in learning, the novelty of EMI can be questioned.…”

One decade of “English as a medium of instruction” (EMI) in healthcare education

“…4.3 Curriculum design and implementation challenges: Roshini et al ( 38 ), Khan ( 36 ), and Wilang and Nupong ( 60 ) discuss the complexities of curriculum design in the context of EMI. Roshini et al ( 38 ) observed that dental students faced educational challenges when English was not the primary language of instruction, pointing to the need for curricula that accommodate diverse language backgrounds.…”

Indonesian Students’ Perceptions of English Medium Instruction

“…Many researchers have studied the impact of EMI on higher education in non-English-speaking countries. In the Thai context, for example, the study by Wilang and Nupong (2022) found that the benefits of EMI include improving students' English proficiency and making higher education more competitive to meet growing local, national, and international requirements. In a similar line, Phuong and Nguyen (2019) also found that EMI provides four clusters of benefits.…”