Students’ Perceptions of EMI Class Experiences: Insights from Korean and International Students
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This case study investigates students’ views on their experiences in an EMI course offered in a Korean university setting and examines any differences in perspectives between domestic and international students. A total of 22 students, 10 Korean students and 12 international students enrolled in the fall 2024 semester, took part in this study. Data collection consisted primarily of a survey with 5-point Likert scale questions, multiple choice questions, and open-ended questions. Follow-up interviews were conducted to complement the survey findings by gaining an in-depth understanding of students’ experiences and perceptions. Overall, students expressed favorable views of the class, with teacher-led activities being rated as the most helpful, while individual activities or student-led activities completed independently were less effective. However, differences were observed between Korean and international students in their views on group presentations and student-led group discussions, which were attributed to their varying educational backgrounds and cultural differences. Regarding English language development, Korean students perceived higher improvement than international students. However, it appears that both student groups developed valuable insight to their understanding of using English to communicate effectively with students of varying backgrounds. Based on the findings of this research, several key implications for EMI pedagogy and policy are discussed.
Abstract
This case study investigates students’ views on their experiences in an EMI course offered in a Korean university setting and examines any differences in perspectives between domestic and international students. A total of 22 students, 10 Korean students and 12 international students enrolled in the fall 2024 semester, took part in this study. Data collection consisted primarily of a survey with 5-point Likert scale questions, multiple choice questions, and open-ended questions. Follow-up interviews were conducted to complement the survey findings by gaining an in-depth understanding of students’ experiences and perceptions. Overall, students expressed favorable views of the class, with teacher-led activities being rated as the most helpful, while individual activities or student-led activities completed independently were less effective. However, differences were observed between Korean and international students in their views on group presentations and student-led group discussions, which were attributed to their varying educational backgrounds and cultural differences. Regarding English language development, Korean students perceived higher improvement than international students. However, it appears that both student groups developed valuable insight to their understanding of using English to communicate effectively with students of varying backgrounds. Based on the findings of this research, several key implications for EMI pedagogy and policy are discussed.