The Perspectives of UniSZA Students on English Medium Instructions (EMI) Practices in Higher Education
DOI:
https://doi.org/10.53840/ejpi.v12i1.219Keywords:
English Medium Instructions, student perspectives, language policy, higher educationAbstract
English has attained the status of a global lingua franca, a phenomenon significantly shaped by historical factors, including British colonialism. In Malaysia, the role of English in education has been a subject of ongoing debate marked by shifts in language policy as well as gaps in scientific research studies. While previous studies focused on the lecturers’ teaching strategies in English Medium Instruction (EMI) classrooms, there is a dearth of studies that prioritize students’ personal perspectives. Hence, this study has employed a descriptive case study, providing an in-depth examination of EMI within UniSZA. Purposive sampling was used to select students from diverse academic backgrounds (science & technology, law, and business) enrolled in EMI programs. Focus group discussions (FGDs) served as the primary data collection method, allowing for rich qualitative data on student perspectives. The FGDs explored student experiences with EMI, including their satisfaction with the program, the challenges they faced and their suggestions for improvement. The discussions were audio-recorded and transcribed verbatim. Gardner's Socio-educational Model of Second Language Acquisition provided a theoretical framework, particularly in relation to student motivation, attitudes, and perceived aptitude in EMI contexts. This study concludes that while EMI offers opportunities for English proficiency development and access to international resources, its effectiveness hinges on addressing student challenges. The student-identified needs highlight the importance of robust language support services, pedagogical adjustments emphasizing interactive learning and scaffolding, and a focus on developing academic language skills.
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