Exploring Needs, Challenges, and Teaching Norms in English-Medium Instruction Programs: Perspectives from University Students and Teachers

Abstract

Research on English-medium instruction (EMI) is still in its infancy in Science
and Technology universities in Thailand. Thus, this two-stage study explored the
students and teachers’ perceptions toward EMI programs, challenges, needs and
teaching norms. Two instruments were used to collect the data and triangulate the
results: (1) a survey questionnaire, and (2) semi-structured interviews to students
and teachers. The first stage of the study collected the perceptions of 97
Agricultural Technology (AgriTech) and Science students enrolled in partial EMI
programs using a survey questionnaire. In the second stage, 24 students and 7
lecturers were purposely chosen to attend the semi-structured interviews.
Descriptive results of the survey revealed that students have favorable attitude
toward EMI since it is beneficial for developing their English, making friends,
developing cultural awareness, enhancing their future career, and increasing their
self-esteem. However, despite the benefits, difficulties persist in speaking, reading,
writing and cognition. Students believed that they needed support, such as
resources in English language development, opportunities to use English in the
campus, and activities that could develop their English language proficiency. From
student interviews, themes derived regarding challenges include linguistic
challenges, lack of self-esteem, cognitive challenges, and teachers’ accented
speech. Data from teachers affirmed students’ cognitive and linguistic challenges.
The other themes induced were cultural challenges, language anxiety and lack of
self-esteem. Teaching norms highlighted ways to support content comprehension,
for instance, summarizing lessons in L1.