INTRODUCTION
Rationale
The rise of globalization and the internet has led to the widespread adoption of English, prompting many Asian countries, where English is not an official language, to implement educational policies aimed at improving students' English proficiency for better job prospects Content-based Instruction (CBI) and Content and Language Integrated Learning (CLIL) focus on teaching language through subject matter rather than a traditional linguistic syllabus, while English Medium Instruction (EMI) is primarily utilized in higher education to deliver professional knowledge in English, thereby enhancing both students' specific knowledge and their English skills.
In Vietnam, English has become an essential component of university curricula, with a notable trend towards using English as the medium of instruction, despite the prevalence of local languages However, the implementation of English Medium Instruction (EMI) courses, such as those at Hanoi University of Science (HUS), has faced challenges in achieving immediate success English is mandatory for all students across various faculties at HUS, as EMI is viewed as a beneficial program that enhances students' understanding of workplace dynamics and improves their job prospects.
Second-year physics students have a crucial year to adapt to university study methods while striving to enhance their English skills and subject knowledge Despite their efforts, not all students achieve success, leaving unanswered questions about their strategies for overcoming challenges This lack of investigation highlights the need for in-depth research into the ways students navigate their academic journey.
This research aims to deepen our understanding of learners and improve the effectiveness of the English Medium Instruction (EMI) program at the institution, while also establishing a foundation for future studies The subsequent sections will outline the study's objectives, research questions, scope, methodology, and thesis structure.
Aims of the study
The study focused on the English Medium Instruction (EMI) program, specifically examining the strategies employed by Vietnamese students to overcome challenges Based on the findings, the article offers recommendations to enhance learners' proficiency and improve the implementation of EMI policies.
Research questions
In order to achieve the above-mentioned aims, the following research questions are raised in the study:
1 What are Physics students‟ challenges in taking an EMI program?
2 What coping strategies have they been taking?
Scope of the study
This minor thesis focuses on the challenges faced by thirteen non-English major Physics students enrolled in an English Medium Instruction (EMI) program at the Department of International Standard Program (ISP) at Hanoi University of Science (HUS), along with their coping strategies Due to the specific nature of the study, the findings may not be applicable to all Vietnamese students, highlighting the need for further research on the broader implications of EMI in Vietnam.
Method of the study
This study employed both qualitative and quantitative research methods in
To gain a deeper understanding of the challenges faced by students in the Content and Language Integrated Learning (CLIL) program, it was essential to utilize questionnaires and interviews These tools were employed to gather insights into the difficulties encountered by students and the effective strategies they adopt for successful learning within this educational framework.
Design of the study
This study is composed of five following parts, outlined as follows:
Chapter I: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study
Chapter II: Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of learners‟ challenges in the implementation of EMI
Chapter III: Methodology, presents the context, the methodology used in this study including the context, the subject, the data collection instruments, data collection procedure, and data analysis
Chapter IV: Findings consists of a comprehensive analysis of the data Chapter V: Discussions and Conclusion offers a discussion and a summary of the key findings, recommendations, limitations, and future directions for further study
This chapter has provided an overview of the thesis topic, the foundational study, and a summary of the thesis structure The next chapter will explore the ELT literature that underpins the research and will examine the challenges faced by EMI students along with their coping strategies.
LITERATURE REVIEW
The EMI context
In this section, the researcher begins by analyzing the context of EMI in the world and in Vietnam
II.1.1 Context of EMI in the world
The concept of English Medium Instruction (EMI) has a long-standing history, though it can be challenging to define (Manh, 2012) Literature reveals that EMI is often referred to by various names, including Content and Language Integrated Learning (CLIL), Content-Based Teaching (CBT), immersion, and language as a medium of instruction Essentially, EMI enables learners to acquire both subject content and the target language in a natural learning environment (Sert, 2008).
Extensive research has been undertaken to assess the viability of employing a non-native language for instruction at the tertiary level across various micro-level contexts Researchers are particularly focused on understanding the challenges faced by students and their strategies for coping with English Medium Instruction (EMI) For instance, studies conducted in Europe by Airey & Linder highlight these issues.
Concerns about students' experiences in learning university physics have been highlighted in Sweden (2006) In Africa, a study by Marie (2013) examined the strategies employed by multilingual university students in Rwanda to navigate complex academic materials, revealing that these students utilize various coping mechanisms to successfully complete tasks in English Similarly, in Asian contexts, reports on English Medium Instruction (EMI) showcase the challenges faced by learners and their strategies for overcoming them Notably, Williams (2015) conducted a systematic review of EMI, detailing the difficulties encountered by students in South Korea.
5 higher education context In Taiwanese context, Chang (2010) and Wu (2006) reveal that students encounter difficulties understanding the subject content and expressing opinions fluently
Successful implementation of English Medium Instruction (EMI) relies heavily on the roles of key stakeholders, including school managers, students, and teachers, as well as the attitudes of the community Furthermore, EMI significantly impacts various life aspects, influencing participation in power and wealth distribution.
Governments must exercise caution when planning and implementing language policies, especially those related to education, as these policies significantly influence national development, stability, identity, and justice.
The next section examines the context of Vietnam with reference to its agendas to adopt EMI in order to clarify the broader policy landscape within which the study occurs
II.1.2 Context of EMI in Vietnam
In the Vietnamese context, the government's decision to implement English Medium Instruction (EMI) at the tertiary level is seen as a timely response to globalization and regionalization; however, its execution remains a significant challenge (Manh, 2012) There is often a substantial gap between conceptualizing an idea and its practical application Therefore, careful consideration of the project's feasibility is crucial, as it may lead to long-term negative consequences for the country's political, socio-linguistic, and economic stability Key concerns include whether EMI effectively enhances students' language skills and subject knowledge at the university level, its impact on regional inequalities between mountainous and plain areas, and whether it serves the interests of a majority or merely a minority.
Before implementing the project, it is crucial to address whether English Medium Instruction (EMI) marginalizes disadvantaged students from accessing quality higher education institutions (HEIs) and whether it adversely affects the development of the mother tongue, potentially leading future generations to reject their first language in favor of a second language.
The term English Medium Instruction (EMI) is often ambiguous and requires clarification for a unified understanding within Vietnamese education EMI can be interpreted in various ways, such as teaching all subjects—including physical education and ideological courses—in English, or restricting English instruction to professional courses while allowing other subjects to be taught in Vietnamese Additionally, EMI might involve delivering lectures in English while permitting students to communicate and submit assignments in Vietnamese These varying interpretations can lead to different educational outcomes.
The implementation of the proposal faces several challenges, particularly due to the lack of research on English as a Medium of Instruction (EMI) at the tertiary level in Vietnam, which has been largely overlooked in local literature Effective implementation should rely on robust theoretical foundations supported by empirical studies rather than subjective decisions made by a few leaders Contextual factors must be carefully considered, as Kaplan and Baldauf (1997; 2005) emphasize that the success of language-in-education policy heavily relies on bottom-up efforts They propose key policy objectives for effective language policy implementation in education, which include access, personnel, curriculum, methods and materials, resourcing, community involvement, and evaluation.
Table 1: Language-in- Education Policy Goals
Language- in-education policy and planning goals
Access Policy Who learns, what, and when?
Personnel Policy Where do teachers come from and how are they trained?
Curriculum Policy What is the objective in language teaching / planning?
Methods and Materials Policy What methodology and what materials are employed over what durations?
Community Policy How is everything paid for?
Resourcing Policy Who is consulted / involved?
Evaluation Policy What is the connection between assessment on the one hand and methods and materials that define the educational objectives on the other?
Kaplan and Baldauf (2005) emphasize that the success of educational goals is heavily influenced by policy decisions concerning teachers, curricula, materials, and available resources (p.1014) They note that these elements are shaped by the operational framework of a nation’s education system (Kaplan & Baldauf, 1997, p 217) This article will examine the current situations and assess the feasibility of the project, focusing on the roles of teachers and students, the curriculum, and the potential societal impacts, in light of Kaplan and Baldauf's insights.
The implementation of the project should rely on empirical or scientific studies; however, such evidence is lacking in the local context Consequently, the majority of the supporting data is sourced from mass media outlets, including newspapers, conferences, and government documents, which have not undergone empirical testing.
The next part of our review focuses selectively on challenges facing students in new EMI contexts.
Challenges facing EMI students
This section will review the EMI students‟ challenges before focusing on their coping strategies in the next section It is stated that three areas are identified:
1) the students‟ language proficiencies; 2) the varying demands of different academic subjects; and 3) a facilitative body which can support EMI implementation (Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, 2011) This section presents three tables summarizing the challenges identified in the review of Williams (2015) First, Williams summarizes the results based upon the students‟ and the instructors‟ language proficiencies as the following table:
Table 2: Review Findings Regarding the Students’ Language Proficiencies
Area Authors Challenges Location Methods
Students did not comprehend everything as the professors‟ proficiency was insufficient
Initial exposure to EMI a challenge Hong Kong Mixed
Grasping concepts is a challenge in L1 and L2 Students have difficulty in comprehension
Kim (2011) Students favored L1 to explain Korea Mixed
Area Authors Challenges Location Methods complex material
Students were not in favor of EMI as it hampered depth of learning
70% of freshman students had low proficiency: few lecturers had adequate oral skills
Students were not satisfied with instructor proficiency and wanted them to obtain a CPE certificate as proof of competency to teach
The global challenge of English proficiency in EFL and ESL contexts negatively impacts students' comprehension and increases reliance on their first language (Chang, 2010; Kim, 2011) Research indicates that students' English proficiency is crucial for the success of English Medium Instruction (EMI) courses (Stryker & Leaver, 1997; Swain & Johnson, 1997) Effective implementation of Content-Based Instruction (CBI) is suggested for learners with proficiency above a certain threshold, with late immersion programs emphasizing the importance of English proficiency more than early immersion (Stryker & Leaver, 1997) In early immersion, language development occurs alongside basic concept learning, while late immersion focuses on subject content learning, requiring advanced Cognitive Academic Language Proficiency (CALP) to understand complex academic concepts (Cummins, 1984).
Studies in African and Asian countries extend the concerns to students‟ language abilities (Byun et al., 2011; Huong, 2010; Kyeyune, 2010; Manh, 2012;
Tsuneyoshi, 2005) Kyeyune (2010), for example, observing classroom interactions, reports the frustrating communication failures in Ugandan classrooms because of students‟ low English proficiency
Several studies in Korea have shown similar findings regarding English Medium Instruction (EMI) in engineering education Kang (2005) found that students with higher English proficiency had a more positive outlook on EMI learning outcomes, while those with lower proficiency expressed a need for additional support from teaching assistants Additionally, Bang (2013) conducted a survey and interviews with 130 college students, revealing that students with lower English proficiency experienced significant anxiety about their language skills and subject comprehension However, a notable benefit for these students was a reduction in anxiety and increased motivation for learning English after participating in an EMI class.
A study by Joe (2010) in a Korean medical school context found that students' English proficiency did not significantly impact their ability to comprehend English-medium instruction (EMI) lectures Instead, background knowledge, as measured by pre-test scores, played a crucial role in determining lecture comprehension, as reflected in post-test scores This suggests that for intermediate English proficiency students, background knowledge may be more influential in lecture comprehension than language proficiency itself, supporting Clapham's (1996) findings that field-specific content and intermediate language proficiency emphasize the importance of background knowledge over language proficiency.
Table 3: Review Findings Relating to Academic EMI Situation
Area Authors Challenges Location Methods
The asking and answering of questions by students limited They struggled to follow lectures and take notes
Students from technical disciplines faced more difficulties in comprehending lectures than students from management related disciplines They had limited vocabulary and slow reading speed
L1 vital tool for acquiring the content knowledge It made the process easier for students
Majority of students stated that EMI courses experienced were worse than the same course in Korean
Offering Korean supplementary material deters the students‟ English development
L1 and L2 used for teaching, as students had low proficiency and comprehension problems
EMI was ineffective in providing academic content It had a negative influence on students‟ critical thinking ability
Faculty fail to develop both linguistic and academic content
Students‟ insufficient language knowledge and lack of interest is a threat to cultural identity
The final challenge causing implementational problems is limited resources (Dang et al., 2013; Huong, 2010; Manh, 2012)
Table 4: Review Findings Relating to EMI support
Area Authors Challenges Location Methods
There has been little assistance for students and instructors who lack adequate English skills to meet the demands of EMI courses Lack of support is due to financial constraints
Students had to seek and pay for own support
Problems with a skills based support program Students not satisfied with a General English course as it did not meet their EAP needs Faculty needs support in L2 oral presentation skills
The absence of adequate support from university authorities, particularly in terms of financial assistance, hampers the hiring of qualified teaching staff This trend of insufficient support has been observed across Europe, highlighting a critical need for improved funding and resources in higher education.
There is no system in place to support the students outside the
Area Authors Challenges Location Methods
Supportive courses are prevalent on ESL courses, but are lacking on EFL courses
EFL students need more support than ESL students because they have less contact with English and fewer English resources when out of the classroom environment
EAP curriculum inadequate in effectively preparing the students to deal with the academic content
Funding was attributed to be a reason for the lack of support Netherland Qualitative
Baldauf et al (2011) highlight that language policies in several Asian countries suffer from inadequate funding for essential programs, teacher training, and resources like textbooks Tsuneyoshi (2005) points out that students' language challenges worsen due to a lack of qualified English-speaking lecturers and effective individualized support systems A study in Vietnam by Nha (2014) found that EMI students encounter various obstacles, including unclear program requirements, low language proficiency, and insufficient resources and support.
International students, particularly from countries like China, are often among the brightest and most motivated individuals in their home countries, yet they face significant challenges with English proficiency While they may excel in grammar and vocabulary, many struggle with conversational English, which can hinder their ability to engage in class discussions, answer questions verbally, and write essays These difficulties extend to understanding lectures, taking notes, and comprehending American slang, idioms, and humor, leading to increased academic stress Consequently, international students may feel inadequate in their conversational skills, impacting their overall participation and performance in university settings.
Arden-Close proposed that foreign language learners adopt point-driven strategies instead of information-driven strategies to enhance their lecture comprehension In the next section, the researcher will examine previous studies on students' coping strategies.
Previous studies on coping strategies in multilingual higher education
This section will specifically and selectively examine some studies on students‟ coping strategies According to Johnson, Scholes and Wittington
(2008) strategy within a management context encompass a plan for both direction and scope of an organisation It means that available resources are
In higher education, students often face a challenging environment where they must efficiently utilize available resources to achieve their goals, whether that means maximizing their learning or minimizing time spent on tasks to pass exams When resources feel insufficient, coping strategies become essential for overcoming learning obstacles in multilingual settings The medium of instruction significantly influences the acquisition of knowledge and skills, with the potential to either facilitate or hinder development In response to the challenges associated with English as the medium of instruction, extensive research has been conducted to explore how students adapt to these difficulties.
Research on foreign students adapting to English as a medium of instruction in major Anglophone countries like the US and Australia aligns with findings from studies in less English-speaking contexts Notably, Evans and Morrisson (2011) highlight that students in Hong Kong effectively tackle challenges posed by English instruction by employing a combination of hard work, strong motivation, effective learning strategies, and supportive peer networks.
16 overcome academic problems such as understanding technical vocabulary, comprehending lectures, and meeting disciplinary requirements
In contexts where English is a second or foreign language, such as South Africa, translation plays a crucial role in student learning, enabling better comprehension of new concepts by switching to local languages (Praxton, 2009) Research by Van der Walt and Dornbrack (2011) at Stellenbosch University highlights that bilingual students often find translation time-consuming and prefer to articulate subject matter in their own terms, demonstrating that a bilingual environment fosters "trans-language" for meaning-making rather than hindering it Additionally, relying on friends and family as “funds of knowledge” proves to be an effective strategy for navigating the challenges of higher education in a second language Overall, the use of multiple languages within educational settings supports the development of academic discourse, emphasizing the significance of context in determining the strategies learners employ to enhance their learning experience.
Exploratory talk enhances learners' understanding of new concepts by fostering interaction in supportive groups, allowing for the exposure of knowledge gaps and the introduction of new ideas This type of dialogue creates opportunities for skilled facilitators to provide scaffolding, leading to knowledge sharing and development Previous research has highlighted the importance of peer networks and collaborative discussions in navigating complex academic concepts The current study builds on this foundation by exploring students' coping strategies as they transition from learning in their first foreign language, French, to their second foreign language, English.
This chapter has examined three key areas of literature to explore the challenges faced by students in the EMI program and their strategies for overcoming these obstacles The following chapter will outline the methodological framework of the study and detail the study design.
METHODOLOGY
Context of the study
This study examined the International Standard Program (ISP) at Hanoi University of Science (HUS), a prominent state university in Vietnam known for its strong English training programs, including the Honor Program for Talented Students and the Advanced Program The ISP offers various majors such as Physics, Biology, and Geology, attracting thousands of new students each year and garnering significant attention from the university.
At HUS, English programs are vital for students, requiring them to study various subjects in English for a year Prioritizing English proficiency and major subjects equips students for competitive job markets To enhance teaching and learning quality, HUS continually seeks innovative approaches, leading to the launch of new and adjusted programs Currently, the EMI program is being introduced, enabling students to learn other subjects in English while interacting with lecturers in a virtual reality English environment.
To address shyness and communication weaknesses, 19 classroom lessons have been modified, emphasizing both content mastery and language proficiency The university principal prioritizes student achievement, and after one year, learners majoring in English demonstrate improved skills compared to non-major students from other institutions However, despite this progress, the overall efficiency of their language acquisition still falls short of educators' expectations, as students continue to encounter various challenges throughout the program.
Research questions
As mentioned in section I.3, my study was carried out to find out the answer to the following questions:
1 What are Physics students‟ challenges in taking an EMI program?
2 What coping strategies have they been taking?
The study
This section will describe participants of the study, the data collection instruments including questionnaires and interviews followed a procedure
The study involved thirteen second-year Physics students from the ISP at HUS, primarily young Vietnamese individuals who transitioned to university after completing high school All participants had finished the first-year language program at HUS and had studied English for at least three years While all students were invited to participate in interviews, only two agreed to take part At the time of the study, these students were nearing the end of their second semester in their second year at HUS.
To reach the objectives of the study, questionnaire was used as the first tool for data collection in this research According to Wilson and McLean
In 1994, the questionnaire emerged as a valuable tool for gathering survey data, offering structured and often numerical insights that can be administered without a researcher present and are relatively easy to analyze This makes it particularly useful for exploring the challenges and strategies faced by subjects The researcher, after consulting with a supervisor and considering the study context, modified relevant items from previous studies Notably, some items were inspired by Nha's 2014 project at New South Wales University, which focused on a similar English Medium Instruction (EMI) program After a thorough item extraction process, a final set of 10 questionnaire items was established, incorporating both closed-ended and open-ended questions.
In the second stage of the research, semi-structured interviews were conducted to gather in-depth insights into the implementation of the EMI program, following the initial distribution of questionnaires Out of 27 students, only 13 completed the questionnaires, and just 2 provided contact information for interviews These interviews aimed to explore the challenges faced by students and their coping strategies, offering a richer understanding of the data that may have been overlooked in the questionnaires.
The research utilized Vietnamese student questionnaires and interview questions to facilitate data collection, allowing participants to engage in their preferred language for better comprehension (Le, 2012) Initially crafted in English, the questionnaires were translated into Vietnamese to enhance comfort and clarity for the participants Ultimately, all participants opted for the Vietnamese version to minimize any potential misunderstandings Additionally, the interview questions were similarly translated to ensure consistency in language use throughout the study.
In a study conducted by Le (2012), participants were given the option to choose between English and Vietnamese for their interviews All participants opted for Vietnamese, indicating that their comfort level was higher when conversing in their mother tongue.
To translate the data collection instrument, I first translated the questionnaire and interview into Vietnamese A teacher with a Master's degree in English language teaching then back-translated the Vietnamese version The final step involved comparing the original English and back-translated versions to ensure their equivalence.
In 2014, the language used for data analysis was Vietnamese I focused on translating key excerpts from Vietnamese to English, ensuring that the meaning of the messages was preserved rather than adhering strictly to sentence structures This translated content was then included in the findings and discussions of the final report.
Detailed procedures for conducting student questionnaires and interviews will be discussed in the following section
The study was conducted over two months during the first semester of the academic year, utilizing questionnaires and interviews as data collection tools A questionnaire was distributed to 27 students, yielding 13 responses To ensure the quality of the questions, a pilot test of the questionnaire was performed, where a draft of 10 questions was presented to a teacher and MA students for feedback on structure, content, wording, and instructions Valuable insights were gathered during and after this meeting, including the recommendation to place optional student information at the end of the survey rather than at the beginning.
The significance of learning various subjects in English cannot be overlooked; however, item 4, which asks students to evaluate its importance, should be omitted This is because responses to this question appear to be given without careful consideration.
Informed consent was obtained before conducting semi-structured individual interviews, which allowed participants to thoroughly discuss their challenges and strategies related to their studies These interviews also enabled the researcher to explore questions raised in the questionnaire further On average, each interview lasted about four minutes, and respondents consented to being tape-recorded Questions were presented in both Vietnamese and English, allowing participants to respond in their preferred language.
The data collection process prioritized ethical considerations, particularly informed consent and confidentiality, ensuring that participants remained anonymous by designating them as SS1, SS2, etc (with "SS" representing students' answers) Selected quotes from the interviews align with identified themes and sub-themes (Braun & Clarke, 2006), illustrating the diverse strategies students employ to manage their academic subjects The researcher aimed to illuminate these coping strategies through the gathered data.
This chapter outlines the research instruments used and the data collection process, while the following chapter will present findings on the challenges faced by students and their coping strategies in enhancing their English skills within the English Medium program.
FINDINGS
The findings of questionnaire
The researcher distributed 27 questionnaires and received 13 responses, with the first two questions aimed at gathering background information on the students, including gender and English learning duration The gender distribution was nearly equal, with 7 female and 6 male students participating, indicating a total of 27 students, though 14 did not respond The years of English study among the students varied from 3 to 10 years, with most having between 3 and 7 years of experience Additionally, it was noted that the students were exposed to various English curricula currently used in the Vietnamese education system.
Physics students at HUS were surveyed about their motivations for learning English, with the survey including both closed-ended options and an open-ended response for additional insights The results of the survey are illustrated in the accompanying figure.
Because my major was taught in English
Because I am interested in English Because it‟s useful for my future job
Because I want to travel abroad
Figure 1: The students’ purposes for learning English
According to Figure 1, 46.1% of students enrolled in the English course primarily because their major was conducted in English, indicating their awareness of the course requirements Additionally, 30.8% of students expressed a genuine interest in learning English, highlighting a strong motivation to enhance their language skills.
Students were surveyed about their time spent learning English outside of the classroom to gain an objective understanding of their study habits Responses varied widely, with most students dedicating between 15 minutes to 2 hours each day to independent English study Notably, some students reported spending "0 hours," indicating that they only engage with the language during scheduled English lessons.
This article explores students' learning objectives and time management through two key questions, revealing significant findings categorized into students' difficulties and coping strategies The following section will address the challenges that students encounter in their educational journey.
Question 6 asked students to what areas of using English they often have issues The results were counted and shown in the figure 2 The results indicate that a majority of the students thought that listening was of the most difficult skills (11), following by pronunciation (9), writing (7), speaking (6), vocabulary
(4) and reading as well as grammar (1) Students often had trouble with listening skill and pronunciation rather than reading and grammar
Figure 2: Areas of using English students often face challenges
Question 7 in the questionnaire elicited the detailed challenges students face when they learn Physics in English The respondents could select several options that were applicable to them Table 4 summaries the results
Table 5: Students’ challenges Question 7 Number of answers
What are the challenges you often face in the course?
Many individuals face challenges when it comes to learning English, including a lack of understanding of program requirements and poor language skills Some may feel unmotivated to learn, while others find the preparation for classes to be time-consuming Additionally, understanding lectures delivered in English can be particularly difficult for many learners.
Data indicates that students face significant challenges in learning English Medium Instruction (EMI) courses, primarily due to insufficient language proficiency Many students reported difficulties stemming from their limited English abilities, which can lead to decreased interest and motivation in their studies.
26 learn English (6 responses) They also found it difficult to understand the lectures when they were instructed in English (8 responses)
IV.1.2 Stu ents’ coping strategies
Question 8 and 9 in the questionnaire elicited information about the ways students used to improve their English The respondents could select several options that were applicable to them The selected responses were counted and a summary of the results is provided in table
The data reveals that students employ various coping strategies to enhance their learning experience, with many dedicating time to study outside the classroom and collaborating in pairs or groups (7 responses) In contrast, only a few students sought assistance from their teacher (1 response) Among the six additional responses, three participants highlighted their involvement in an English club, along with activities such as listening to music and reading books Two respondents noted the importance of conversing with foreigners and gaining experience as supermarket sellers, while one individual mentioned listening to the radio and engaging with reading materials.
Table 6: Students’ coping strategies and suggestions for teachers
What are your methods/ coping strategies to help your learning English in the content course more effective? 17
8a I spend a lot of time learning outside classroom 3
8b I ask for the teacher if I need the help 1
8c Practice with friends in pairs and in groups 7
What suggestion do you have for your teacher? 32
9a More interaction between teacher and students in class 10
9b Teachers should use more games in class 12
9c There are more activities and clubs for students to practice English both outside and inside classroom 12
A question about the suggestion for the teacher was shown in the table The responses specified that they wanted to learn in the class with more games
Increasing the number of activities and clubs for students to practice English, both inside and outside the classroom, is highly beneficial Additionally, feedback from a smaller group of 10 respondents indicates a desire for more interaction between teachers and students during class.
However, the weaknesses of a questionnaire tool with provided options is that it does not allow the respondents to fully express their opinions (Gillham,
To gain a deeper understanding of the issues highlighted in the questionnaire findings, it is essential to conduct follow-up interviews that allow for comprehensive exploration of participants' opinions.
The findings of interview
A set of six questions was created to gather data on students' learning experiences Two Physics students participated in the interview, having completed the EMI course a year prior, which made them familiar with the program.
Findings from the interview show that two major challenges emerged: students‟ English abilities and comprehending lectures Regarding the question,
In the interviews, students identified their primary challenges as stemming from inadequate language proficiency, particularly in English, which often led to diminished interest in their studies.
Although students believed that EMI was valuable in improving language proficiency, students did not comprehend everything their teachers said
I would like to use the first language to explain complex materials
I think the first language is a vital tool for acquiring the content knowledge (SS2)
Students reported significant challenges in understanding lectures, particularly when conducted in English They noted that the limited opportunity for asking and answering questions in English hindered their comprehension Additionally, difficulties in following lectures and taking notes emerged as major obstacles in English Medium Instruction (EMI) courses, negatively impacting their critical thinking skills.
IV.2.2 Stu ents’ coping strategies
In response to the question, "What did you do to improve the situation?" physics students identified several coping strategies to tackle their challenges, including group work, extensive reading, lecture attendance, completing assigned work, and memorization While each strategy may prove effective for some individuals, others may find them less helpful This article explores the opinions of interviewees and their approaches to overcoming difficulties, with a particular focus on the effectiveness of group work as a coping strategy.
The data indicated that students found group work to be an effective approach for collaborating with peers, receiving feedback, and applying their knowledge As a result, they experienced increased motivation and were able to acquire knowledge more rapidly.
I feel comfortable when I work with my close friends because I can raise my voice and share information without hesitation We take part in a game
In a classroom filled with new vocabulary to memorize, I strive to retain as much information as possible to excel Despite knowing the answers, I often feel shy when called upon by teachers While group work can be an effective learning method, I notice it is rarely utilized by my teacher, possibly due to the time it requires.
In my opinion, making clear issues in lectures is very important I think group-work is good at doing exercises or but sometimes I think it is boring (SS1)
Students' responses to group work reveal a mix of positive and negative effects on their learning perceptions The next section will introduce the second coping strategy: extensive reading.
Students said that extensive reading is efficient in helping them to understand their courses
The course is manageable for me, as I independently seek out information online and reference past notes, even in the absence of direct guidance I find that utilizing reading materials proves to be an effective strategy for my learning.
She also explains her whole coping process:
To tackle challenges in my studies, I first consult friends who have a strong understanding of the subject matter Next, I refer to the dictionary for any unfamiliar words Additionally, I seek assistance from my teacher, asking for translations in other languages if they are knowledgeable These three strategies help me effectively overcome obstacles in my learning process.
Other strategies mentioned by one student include doing his best to upgrade his knowledge of English and to keep informed by listening to
30 news and other broadcasts in English, as well as reading newspapers He also read books related to his field of study
Every morning, I tune into the radio and follow broadcasts like BBC to stay informed Additionally, I read journals and newspapers, and as a university student, I focus on books related to my courses and subjects.
This student demonstrates an understanding of globalization and is eager to learn a language that will benefit his future Recognizing the academic advantages of extensive reading, several students emphasized the significance of internet access for obtaining supplementary materials, as illustrated in the following extract.
Sometimes I check in a dictionary or consult other students who are more able to understand than me and sometimes even though I am not able to understand very well, I try to, try to do understand deeply as the rules of academic regulation states (SS2)
When the researcher asked about activities outside classroom students used to improve your English, some students said:
I participated in language programs organized by my friends' school, which offered valuable insights into various language topics and included fun games for students Additionally, I gained practical experience working as a waiter in a restaurant, where I occasionally communicated in English with foreign customers.
Participants indicate that extensive reading significantly eases the challenges of studying in English at higher education levels Additionally, their motivation to improve their English skills, coupled with diligent effort, serves as effective coping strategies The next section will introduce a third coping strategy.
Lecture attendance, completing assigned work and memorization
The interview data revealed additional coping strategies that contributed to maximizing lecture attendance, ensuring timely completion of assignments, and enhancing memorization skills.
DISCUSSION AND CONCLUSION
Discussion of key findings
This section analyzes the findings in relation to existing literature, going beyond a mere summary of the previous chapter (Chapter IV) Additionally, it highlights various methods associated with students' coping strategies.
In the study, the findings indicate that students face two particular challenges
One significant challenge in English Medium Instruction (EMI) is students' limited English proficiency, as highlighted by both interviews and surveys Research consistently identifies low English ability as a major barrier (Byun 2011; Williams 2015; Ibrahim 2001; Manh 2012; Some 2001; Tamtan 2012) The study reveals that many students struggle with English, which can hinder effective communication and understanding To mitigate these issues, it is essential to establish an English proficiency threshold and enhance students' language skills, as failure to do so may result in both language and content comprehension losses in EMI contexts (Kyeyune, 2010; Mohamed, 2013).
One significant challenge faced by international students is understanding lectures, as highlighted in both interview data and questionnaire findings This issue is well-documented in the English Medium Instruction (EMI) literature, indicating that many students struggle with comprehension during their studies.
A study by Huntley (1993) revealed that students struggle to comprehend lectures delivered in English, particularly due to the introduction of complex new terminology and concepts The rapid speech and varying accents of professors further hindered understanding, with participants noting challenges such as, “I don’t understand what the teacher says,” and “Some teachers spoke too fast, making it hard to follow.” Additionally, students found it difficult to engage in discussions with classmates, as one participant remarked, “It’s hard to participate when my classmates discuss some topics They talk unclearly.”
To navigate the challenges of cognitively demanding academic subjects, students utilize various strategies, including group work, extensive reading, attending lectures, completing assignments, and memorization This study's findings are consistent with previous research regarding the adjustments students make when facing the challenges of English as the medium of instruction (Evans and Morrisson 2010, 2011; Ljsland 2010; Praxton 2009; Van der Walt and Dornbrack 2011).
The researcher explores various methods related to students' coping strategies, emphasizing the importance of collaborative learning (Marie, 2013) Mentoring and peer support systems significantly enhance students' understanding of the subject matter As highlighted by Marie (2013, p 7), a student noted, "In our classroom, we utilize mentoring, where a knowledgeable peer explains concepts in Kinyarwanda in the lecturer's absence Additionally, for practical work, we often refer to online resources or dictionaries, but mentoring in Kinyarwanda or French remains our primary strategy."
English.” The above quote emphasises the importance of a student self-initiated mentorship system that has been developed over time to facilitate understanding of the courses
Using familiar languages in education can significantly enhance learning and reduce confusion, as supported by various studies Research by Evans and Morrisson (2011) highlights the importance of peer collaboration in Cantonese among students in Hong Kong, while Tam (2011) emphasizes that when both teachers and students are fluent in the language of instruction, it leads to richer discourse and more effective teaching Evans (2008) also points out that utilizing students' mother tongue is essential for ensuring complete comprehension in English medium classrooms Similarly, Setati et al (2002) note that switching to a more understandable language aids in grasping concepts and facilitating communication Brock-Utne (2007) further asserts that employing a familiar language fosters better understanding and engagement in the classroom, particularly in the context of African education.
35 students engage in meaningful conversations and build on previous knowledge
In Vietnam, a significant gap exists between the language of instruction and everyday communication, leading students to frequently use Vietnamese to clarify misunderstandings and minimize confusion Insights from the interview data in this study further illuminate this issue.
Summary of key findings
The findings of this study will be summarized as follows
1 The students seemed to face multiple challenges but two major ones are students‟ English ability and comprehending lectures
2 The evidence suggests that students are able to overcome these and other problems through a combination of effective learning strategies: group work, extensive reading, lecture attendance, completing assigned work and memorization.
Implications
To ensure successful outcomes in EMI programs, students must enhance their English communication skills Preparing lessons in advance can significantly benefit students, enabling them to engage more effectively in class Additionally, it is essential for lecturers and administrators to seek student feedback on challenges through diverse consultation methods.
Limitations
There are a number of limitations to the study that might affect the scope of these implications
While the limited sample of just two interviews prevents broad generalizations, the qualitative nature of this study focuses on understanding students' experiences rather than making sweeping conclusions Additionally, despite the variety of coping strategies identified by students, the researcher did not delve into the specifics of these strategies.
Evaluating the effectiveness of strategies reveals whether they were beneficial or detrimental, as well as the varying abilities of participants Additionally, students face challenges that are intricately difficult to categorize, and these challenges are context-dependent, making the findings less applicable to other groups of English Medium Instruction (EMI) students.
With these limitations; all comments on the improvement are welcomed and appreciated.
Suggestions for further research
Future research should delve deeper into the effectiveness of coping strategies within the English Medium program, an emerging and promising area that requires further exploration.
This study explores the coping strategies employed by students to navigate the challenges of learning in English as the medium of instruction Additionally, it highlights the potential for further research into the support strategies utilized by teachers to assist students in developing knowledge and understanding of their subject-specific content taught in English at HUS.
This concluding chapter highlights the key findings of EMI implementation, comparing them with existing literature It identifies areas for improvement, discusses implications, and suggests future research directions The research aims to deepen the understanding of learners and enhance the effectiveness of EMI programs at the institution.
Airey, J., & Linder, C (2006) Language and the experience of learning university physics in Sweden European Journal of Physics, 27(3), 553-560
Andrada, M S (2006) International students in English-speaking universities Journal of Research in International Education 5(1), 131–154 http://dx.doi.org/10.1177/1475240906065589
Baldauf, R B., Kaplan, R B., Kamwangamalu, N., & Bryant, P (2011) Success or failure of primary second/foreign language programmes in Asia: What do the data tell us? Current Issues in Language Planning, 12(2), 309-323
Bang, Y (2013) EFL college students‟ perceptions toward content-based learning Barnes, D (2008) Exploratory Talk for Learning„ In N Mercer and S Hodgkinson (eds) Exploring Talk in School 1-15 London: Sage
Bashiruddin, A (2013) Reflections on translating qualitative research data: Experiences from Pakistan International Journal of Applied Linguistics,
Bjửrkman, B (2010) Pragmatic strategies in English as an academic lingua franca: Ways of achieving communicative effectiveness Journal of Pragmatics,43, 950-964 http://dx.doi.org/10.1016/j.pragma.2010.07.033
Bolanle, A O (1996) Social skills acquisition: A closer look at foreign students on college campuses and factors influencing their level of social difficulty in social situations Communication Studies, 47, 72-88
Braun, V., and Clarke, V (2006).Using thematic analysis in Psychology: Qualitative research in Psychology, 3(2), 77-110 http://dx.doi.org/10.1191/1478088706qp066
Brock-Utne, B., Desai, Z and Qorro, M (eds.) (2004) Researching the Language of Instruction in Tanzania and South Africa Vlaeberg: African Minds
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J (2011) English- medium teaching in Korean higher education: policy debates and reality
Chang, Y Y (2010) English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students Taiwan International ESP Journal, 2(1), 55-84
Clapham, C (1996) Discipline specificity and EAP In J Flowerdew &
M Peacock (Eds.), Perspectives on English for Academic Purposes (pp 84-
Constantinides, J (1992) Academic challenges and opportunities In D McIntire., & P Willer (Eds), Working with international students and scholars on American campuses (pp 23-47) (ERIC Document Reproduction Service
Cummins, J (1984) Bilingualism and special education: Issues in assessment and pedagogy Clevedon, England: Multilingual Matters
Dang, T K A., Nguyen, H T M., & Le, T T T (2013) The impacts of globalization on EFL teacher education through English as a medium of instruction: an example from Vietnam Current Issues in Language Planning, 14(1), 52-72
Evans, S., & Morrison, B (2011) Meeting the challenges of English- medium higher education: The first-year experience in Hong Kong English for Specific Purposes, 30(3), 198-208
Feng, J (1991) The adaptation of students from the People's Republic of China to an American academic culture (ERIC Document Reproduction Service No ED:
Fullan, M (2007) The new meaning of educational change (4 th ed.): Routedge and Teachers College Press
Garcia, O (2009) Bilingual education in the 21 st century: A global perspective Oxford: Blackwell
Gillham, B (2000) Developing a questionnaire London: Continuum Graddol, D (1997) The future of English? London: British Council
Gustafsson, M., & Jacobs, C (2013) Editorial: Student Learning and ICLHE–Frameworks and Contexts Journal of Academic Writing, 3, ii–xii
Huntley, H S (1993) Adult international students: Problems of adjustment (ERIC Document Reproduction Service No ED 355 886)
Huong, T T T (2010) Learning through English: Insights from Vietnam
In R Johnstone (Ed.), Learning through English: Policies, Challenges, and Prospects (pp.96-114) Malaysia: British Council
In his 2001 paper presented at the 49th International TEFLIN Conference in Bali, Ibrahim discusses the implementation of English Medium Instruction (EMI) in Indonesian universities He highlights the various threats and challenges associated with this educational approach, while also proposing potential solutions to enhance its effectiveness The paper emphasizes the importance of addressing these issues to improve the quality of higher education in Indonesia For further details, the full paper can be accessed at http://puslit.petra.ac.id/journals/letters.
Joe, Y J (2010) Correlations of students’ English language proficiency and medium of lecture with lecture comprehension in English medium instruction Unpublished MA thesis Yonsei University, Seoul, Korea
Johnson, G., Scholes, K and Whittington, R (2008) Exploring Corporate
Strategy (8 th Ed.) Harlow: Financial Times Prentice Hall
Kang, S (2005) English as the medium of instruction in Korean engineering education The Korean Journal of Applied Linguistics, 21(1), 39-48
Kaplan, R B., & Baldauf, R B J (2005) Language-in-education policy and planning In E Hinkel (Ed.), Handbook of research in second language teaching and learning (pp 1013 - 1034) Mahwah, New Jersey: Lawrrence ErlbaumAssocicatesKaplan and Baldauf (1997; 2005)
Kim, K R (2011) Korean Professor and Student Perceptions of the Efficacy of EnglishMedium Instruction Linguistic Research, 28(3), 711-741
Kyeyune, R (2010) Challenges of using English as a medium of instruction in multilingual contexts: A view from Ugandan classrooms
Le, V C (2012) Interviews: Case study In A Burns & R Barnard (Eds),
Researching Language Teacher Cognition and Practice: International Case studies (pp 90-101) Bristol: Multilingual Matters
Li, D., Remedios, L and Clarke, D (2010) Chinese students‟ perceptions of out- of- class group work in Australia The Australian Educational Researcher 37 (3), 95-112 http://dx.doi.org/10.1007/BF03216932
Ljsland, R (2010) English as an Academic Lingua Franca: Language policies and multilingual practices in a Norwegian university Journal of Pragmatics 43, 991-1004 http://dx.doi.org/10.1016/j.pragma.2010.08.007
Manh, L D (2012) English as a Medium of Instruction in Asian Universities: The Case of Vietnam Language Education in Asia, 3(2), 263-267
Mercer, N (1995) The Guided Construction of Knowledge Clevedon:
Mercer, N., and Dawes, L (2008) The Value of Exploratory Talk„ In N Mercer and S Hodgkinson (eds) Exploring Talk in School 55-71 London: Sage
Mohamed, N (2013) The challenges of medium of instruction: A view from Maldivian schools Current Issues in Language Planning, 14(1), 185-203
Moll, L C (2007) Bilingual classrooms and communityanalysis: some recent trends In O Garcia and C Baker (Eds.) Bilingual education: An introductory reader pp 272-280
Nha, N T T & Burns, A (2014) English as a medium of instruction: Challenges for Vietnamese tertiary lecturers Journal of Asia TEFL Asia TEFL Press
Nha, N T T (2014) The implementation of an English-Medium (EMI) program as an educational change in a Vietnamese public university: A needs analysis study (Doctoral thesis), University of New South Wales, Australia: Sydney
In the article by Praxton (2009), it is emphasized that learning is more intuitive when conducted in one's native language However, when it comes to English, students must begin their language acquisition prior to grasping complex concepts This highlights the challenges faced by bilingual learners in an English medium university setting in South Africa, where effective bilingual concept development is crucial for academic success.
Ramsey, A., Raven, J., and Hall, M (2005) Changing the learning environment to promote deep learning approaches in first-year accounting students Accounting Education 13(4), 489–505
Ramsey, A., Raven, J., and Hall, M.(1999).Academic adjustement and learning processes: A comparison of international and local students in first-year university Higher education research and development 18 (1), 129-144 http://dx.doi.org/10.1080/0729436990180110
Sert, N (2008) The language of instruction dilemma in the Turkish context System, 36(1), 156 - 171
Setati, M., Adler, J., Reed, Y., and Bapoo, A (2002) explore the phenomenon of code-switching and various language practices within South African classrooms, specifically in mathematics, science, and English language education Their study, published in *Language and Education*, highlights how these linguistic strategies impact learning and communication among students The research emphasizes the complexity of language use in educational settings, revealing the incomplete journeys students face as they navigate multiple languages For further insights, refer to the article at [this link](http://dx.doi.org/10.1080/09500780208666824).
Somer, S (2001) The role of English-medium instruction in engineering and architecture courses at Anadolu University Unpublished
Master‟s Thesis Billkent University, Ankara, Turkey
Tamtam, A G., Gallagher, F., Olabi, A G & Naher, S (2012) A Comparative Study of the Implementation of EMI in Europe, Asia and Africa
Procedia-Social and Behavioral Sciences, 47, 1417-1425
In their work, Tsui and Tollefson (2004) emphasize the critical role of medium of instruction policy within sociopolitical contexts, exploring how these policies reflect and influence broader agendas The authors argue that understanding the implications of medium of instruction is essential for addressing educational equity and cultural identity By examining various agendas surrounding these policies, they highlight the need for a nuanced approach to language in education, which is pivotal for fostering inclusive and effective learning environments.
Tsuneyoshi, R (2005) Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English Journal of Research in International Education 4(1), 65-86
Van der Walt, C and Dornbrack, J (2011) Academic biliteracy in South African higher education: strategies and practices of successful students Language, Culture and Curriculum 24 (1), 89-104 http://dx.doi.org/10.1080/07908318.2011.554985
Vavrus, F (2003) Post coloniality and English: Exploring language policy and the politics of development in Tanzania TESOL Quarterly.36 (3),73-397 http://dx.doi.org/10.2307/3588418
Wan, G (1999) THE learning experience of Chinese students in American universities: a cross-cultural perspective College Student Journal, 35 (1), 28
Webb, V (2004) African languages as media of instruction in South Africa: Stating the case Language Problems and Language Planning 28(2),
147-173 http://dx.doi.org/10.1075/lplp.28.2.04web
Williams, E (2015) Language policy, politics and development in Africa
In H Coleman (Ed.), Dreams and Realities: Developing Countries and the English Language (pp 39-58) London: British Council
Wu, W S (2006) Students' attitude toward EMI: Using Chung Hua University as an example Journal of English and Foreign Language and Literature 4(1), 67 - 84
This survey questionnaire aims to support my research on the English Medium program at HUS Your participation in this survey will significantly contribute to my thesis paper Please circle your chosen answer for each question.
2 How long have you learnt English? ………
3 What are your reasons for learning English? a Because my major was taught in English b Because I am interested in English c Because it‟s useful for my future job d Because I want to travel abroad e Other (please specify)
4 How many hours do you often spend learning English outside classroom?
5 Do you have any difficulties in learning other subjects in English? a Yes b No
6 In what areas of using English do you often have issues? (You may select MORE THAN one answer if applicable) a Reading b Vocabulary c Listening d Grammar e Speaking g Pronunciation f Writing
7 What are the challenges you often face in the course? (You may select MORE THAN one answer if applicable) a I don‟t understand the requirements of the program b My language skills are poor c I am not motivated to learn English d It takes too much time to prepare for the class e I cannot understand the lectures when they were instructed in English f Others (Please specify)
8 What are your methods/ coping strategies to help your learning English in the content course more effective? (You may select MORE THAN one answer if applicable) a I spend a lot of time learning outside classroom (self-study) b I ask for the teacher if I need the help c Practice with friends in pairs and in groups d Others (Please specify)
9 What suggestion do you have for your teacher? (You may select MORE THAN one answer if applicable) a More interaction between teacher and students in class b Teachers should use more games in class c There are more activities and clubs for students to practice English both outside and inside classroom d Others (Please specify)
10 If you are willing to be contacted for the follow-up interview about students‟ challenges in EMI course, please give me your contact details
Your contact number: ……… Your email address: ………
Thank you very much for your help!!!
APPENDIX II BẢNG CÂU HỎI
Bảng khảo sát này được thực hiện nhằm nghiên cứu chương trình học các môn học bằng tiếng Anh tại trường Đại học Khoa học Tự nhiên Chúng tôi xin chân thành cảm ơn sự đóng góp của các bạn trong việc hoàn thiện bảng khảo sát Xin vui lòng khoanh tròn câu trả lời mà bạn chọn cho mỗi câu hỏi.
1 Giới tính của bạn: a Nam b Nữ
2 Thời giạn bạn đã học Tiếng Anh là bao lâu? … ………
3 Lý do bạn học Tiếng Anh là gì? a Bởi vì chuyên ngành của tôi được dạy bằng Tiếng Anh b Bởi vì tôi thích Tiếng Anh c Bởi vì nó hữu ích cho công việc tương lai của tôi d Bởi vì tôi muốn đi nước ngoài e Lý do khác (xin nêu rõ)
4 Bạn dành bao nhiêu thời gian để học Tiếng Anh ngoài giờ học?
5 Bạn có gặp khó khăn gì khi học môn học khác bằng Tiếng Anh hay không? c Có d Không
6 Bạn thường xuyên gặp khó khăn trong lĩnh vực nào của Tiếng Anh (Bạn có thể chọn nhiều câu trả lời nếu phù hợp) a Đọc b Từ vựng c Nghe d Ngữ pháp e Nói f Ngữ âm g Viết