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Nguyen, Thi Mai An
(2024).
DOI: https://doi.org/10.21954/ou.ro.00097401
Abstract
The global surge in universities offering courses in English as a Medium of Instruction (EMI) has generated much research. However, few studies have examined the impact of EMI on students’ English proficiency, academic performance, and self-efficacy over time and in comparison, with a parallel Vietnamese Medium Instruction (VMI) programme. Set in a leading Vietnamese university, this thesis investigates this. The study employs a mixed-methods, comparative, longitudinal design. Data was collected in two phases in May 2021 and May 2022 from 105 students, encompassing demographics, Duolingo English Test scores, GPAs, and self-efficacy questionnaire responses. The study also includes a focus group, 21 open-ended questionnaires, and 10 semi-structured interviews conducted over a 12-month period.
The findings unveil a nuanced impact of EMI on students. Even though both groups experienced a declination of English proficiency after one year, EMI group shows slightly less of a decline compared to the VMI group. Qualitative insights highlight EMI students' advantages in a supportive language environment with exposure and resources, while VMI students rely on personalised learning strategies. EMI significantly hampers content learning, resulting in reduced academic attainment relative to VMI learning. Interviews reveal mixed opportunities and challenges for both EMI and VMI students, influenced by socio-cultural factors, prior knowledge, support systems, and language proficiency. EMI students maintain self-efficacy over a year, while VMI students show a slight improvement in confidence. Key contributors to self-efficacy include opportunities for skill mastery, role models, and affirmations of capability. Disparities exist between EMI and VMI students in terms of backgrounds and performance, but no significant inequity is found within the EMI programme.
For policy and practice implications, the study calls for comprehensive EMI support mechanisms that promote holistic development and self-efficacy, enabling students to thrive in a global academic landscape.
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