Learners’ Views on English as a Medium of Instruction – A Case at a Law Tertiary Institution in Vietnam
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Over the last decades, English as a medium of instruction (EMI) has been embraced as a means of fostering the internationalization of higher education by enhancing learners’ English proficiency and academic knowledge, thus facilitating their employment prospects. This study explores students' perspectives on the EMI program implementation at a law university in Vietnam. A mixed-methods approach was employed, involving survey responses from 223 participants and follow-up interviews with 16 students of a high-quality law training program. The results indicated that students addressed EMI's benefits in terms of law content knowledge and English proficiency enhancement, critical thinking and problem-solving skills development, as well as better career and academic opportunity. Notwithstanding, obstacles related to discipline-specific content, legal English terminology, in-class participation discussions and learning materials were observed. These findings are expected to provide valuable insights for educators and policymakers to refine teaching strategies and improve learning outcomes.
Abstract
Over the last decades, English as a medium of instruction (EMI) has been embraced as a means of fostering the internationalization of higher education by enhancing learners’ English proficiency and academic knowledge, thus facilitating their employment prospects. This study explores students' perspectives on the EMI program implementation at a law university in Vietnam. A mixed-methods approach was employed, involving survey responses from 223 participants and follow-up interviews with 16 students of a high-quality law training program. The results indicated that students addressed EMI's benefits in terms of law content knowledge and English proficiency enhancement, critical thinking and problem-solving skills development, as well as better career and academic opportunity. Notwithstanding, obstacles related to discipline-specific content, legal English terminology, in-class participation discussions and learning materials were observed. These findings are expected to provide valuable insights for educators and policymakers to refine teaching strategies and improve learning outcomes.