INTRODUCTION
Rationale of the study
The global adoption of English as a media language has surged due to internationalization and marketization, making it one of the most widely spoken languages across various countries (Hu & Lei, 2014) In education, English-medium instruction (EMI) programs have gained significant traction, becoming a prevalent phenomenon worldwide (Hu & Lei, 2014) Recent research has focused on the growing popularity of EMI, exploring its connection to broader economic, social, political, and educational factors, as well as institutional policies that promote student mobility (Tsui & Tollefson, 2004; Altbach & Knight).
2007), global university rankings and English for research and scholarship
In recent years, EMI has undergone rapid growth as an internationalization tool of the higher education institutions (HEIs) In Europe, for example, only over
In 2002, 400 higher education institutions offered English Medium Instruction (EMI) programs, a number that surged to 817 by 2014 (Wọchter & Maiworm, 2008) As globalization intensifies and English becomes the global lingua franca, proficiency in spoken and written English is increasingly recognized as a vital skill across various sectors To align with this trend, many higher education institutions are adopting EMI, reflecting a broader globalization of education (Coleman, 2006; Wọchter & Maiworm, 2008) This EMI globalization is particularly evident in Asian countries, including Singapore, India, Malaysia, Hong Kong, Japan, China, and Korea (Byun et al., 2011; Chang).
Since 2006, numerous universities have launched English Medium Instruction (EMI) programs aimed at enhancing national human resources by developing both professional knowledge and English language proficiency for global integration.
Vietnam, a developing nation in Southeast Asia, began incorporating English into its educational curriculum in the 1950s By 2008, English emerged as the most widely taught foreign language in Vietnam, becoming the medium of instruction at several universities That same year, the Vietnamese government launched a national program aimed at enhancing foreign language education from 2008 to 2020.
2008), which is also known as the National Foreign Language Project 2020 (Chi,
2012) Educational institutions are encouraged to develop and implement bilingual programs that aim to strengthen EMI programs in Vietnam (Vietnam Government,
Since 2008, a variety of English Medium Instruction (EMI) programs have been implemented in both public and private universities, reflecting the need to adapt to technological advancements and globalization while enhancing competitiveness in the job market.
EMI students tend to report a mix of positive and negative attitudes (Belhiah
The English Medium Instruction (EMI) system is designed to enhance students' English proficiency through lectures and instructions delivered in English However, it faces significant challenges, including students' attitudes towards EMI, their motivation to attend classes, and their varying levels of English proficiency Many students struggle to express themselves or ask questions during EMI classes, leading to limited interaction between lecturers and students Furthermore, the language skills of both teachers and students can pose substantial barriers to effective EMI implementation.
Recent research has focused on English language policies and the implementation of English Medium Instruction (EMI) in higher education, particularly in Asian countries These studies aim to understand how cognitive, affective, and behavioral attitudes influence students' experiences with EMI (Pickens, 2005; Abidin et al., 2012) Additionally, factors such as motivation, gender, seniority, and specialization also play a significant role in shaping these attitudes (Fernández Rodríguez & Carrasquier, 2007; Uitto et al., 2011) As a result, EMI has become a strategic approach for universities to enhance student profiles and educational outcomes (Altbach & Knight).
In recent years, English Medium Instruction (EMI) has gained prominence in higher education, aiming to equip local graduates for success in a competitive global landscape (Doiz, Lasagabaster, & Sierra, 2013) However, this shift presents significant challenges, particularly regarding students' English language proficiency (Belhiah & Elhami, 2015) Tertiary students enrolled in EMI courses must navigate course materials, lectures, and assessments entirely in English, which can make mastering subject-specific content particularly difficult (Hellekjaer, 2010) As EMI continues to grow in importance and prevalence, addressing these challenges is essential for effective learning outcomes (Dearden, Akincioglu, & Macaro).
Research highlights the urgent need to evaluate the perspectives of students experiencing English Medium Instruction (EMI) in Vietnam Over the past decade, numerous studies have addressed various aspects of EMI, including language, pedagogy, and policy issues (e.g., Manh, 2012; Dang, Nguyen).
Despite existing studies on the challenges faced by content lecturers and students in English Medium Instruction (EMI) classrooms, there is limited research on the implementation of EMI in Vietnam's higher education, particularly regarding the differing attitudes of students in natural sciences (NS) versus social sciences (SS) This study aims to provide a comprehensive understanding of EMI at a Vietnamese university, with the hope of inspiring educators and learners to adopt effective teaching and learning methods, as well as innovative strategies to enhance students' mastery of both the subject matter and their English language skills.
Aims of the study
This study aims to explore students' attitudes towards the use of English as a medium of instruction (EMI) for academic content at Vietnamese tertiary institutions, specifically at the University of Education (HUEdu) and the University of Economics (HUEco) within Hue University Additionally, it investigates the contemporary challenges faced by HUEdu and HUEco students while utilizing EMI in their academic programs.
Significance of the study
English Medium Instruction (EMI) is increasingly recognized as a global strategy to enhance university internationalization and graduate employability, particularly in non-English speaking countries Recent research has focused on teachers' perspectives regarding the use of English in classrooms; however, there is a notable lack of studies examining students' attitudes towards EMI, especially in Vietnam's tertiary education sector This study aims to investigate these attitudes, providing valuable insights into students' experiences and challenges in EMI environments The findings are intended to inform teachers about students' perceptions and difficulties, fostering a better understanding and collaboration between English and EMI instructors Additionally, this research will contribute to the broader academic discourse on EMI and inspire further investigations in this field.
Research questions
This research aims to explore the implementation of English Medium Instruction (EMI) at HUEdu and HUEco through the lens of student perspectives The study is guided by specific research questions that address the challenges and experiences faced by students in this educational context.
1 What are students’ attitudes towards the use of EMI in their courses?
2 What challenges do students face when EMI is used in the courses?
Scope of the study
This study investigates students' attitudes towards the implementation of English as a Medium of Instruction (EMI) at Hue University, specifically examining the challenges they encounter in their courses at HUEdu and HUEco.
Structure of the study
Chapter 1 provides the rationales, aims of the study, significance of the study, the research questions, the scope and the structure of the study
Chapter 2 reviews the related literature that serves as the theoretical foundation for the thesis The literature review consists of previous research, the definition of attitude, the definition of EMI, the use of EMI at HE, EMI at tertiary education in Viet Nam, EMI implementation at Hue University, including natural sciences and social sciences
Chapter 3 presents the research methodology which includes the description of participants, research instruments and data collection such as questionnaires, interviews The chapter also describes the data analysis and the limitation of the study
Chapter 4 provides the detailed results of the findings with a thorough discussion A review of all the results and discussion will be addressed at the end of the chapter
Chapter 5 outlines the summary of the findings, implications and recommendations for further research in the areas concerned.
LITERATURE REVIEW
Definition of EMI
The language of instruction is the medium through which knowledge is conveyed and transformed, as highlighted by Prah (2005) It serves as a crucial tool for communication in education, facilitating the transfer of ideas and information Schmidt (2002) defines the medium as the method of conveying messages, while the Oxford Learners’ Pocket Dictionary (2011) emphasizes its role in sharing information Additionally, Hellekjaer (2010) notes the significance of teaching non-language subjects in English, further illustrating the importance of language as a medium of instruction.
English Medium Instruction (EMI) is the practice of teaching academic subjects in English in regions where English is not the primary language, as defined by Madhavan and McDonald (2014) and Dearden (2015) This approach aims to enhance students' subject knowledge while simultaneously improving their English proficiency In this context, EMI represents an innovative instructional method where lecturers employ English as the medium to deliver course content effectively.
The implementation of English Medium Instruction (EMI) in Higher Education Institutions (HEIs) varies significantly, leading to potential ambiguity in international programs Generally, these programs can be categorized into three types: replacement, cumulative, and additional The replacement type involves English fully replacing local languages as the primary medium of instruction In the cumulative type, the use of English gradually increases alongside students' proficiency The additional type employs English to facilitate students' transition to classes conducted in their native language However, due to the diverse nature of universities, educational levels, subjects, and socio-cultural contexts, this classification may not universally apply to all institutions implementing EMI in content courses.
Aguilar (2017) defines English Medium Instruction (EMI) as a context where content takes precedence, and students' English proficiency is not assessed, as there are no recognized language learning outcomes In contrast, Content and Language Integrated Learning (CLIL) is an approach that teaches subject matter courses in the target language, aiming to enhance both language skills and content knowledge to the desired level (Maljers et al.).
2010) To make clearer the distinction between CLIL and EMI, Graddol (2006, p.86) emphasized:
CLIL, or Content and Language Integrated Learning, is a bilingual education approach where subjects like science and geography are taught alongside English Unlike traditional English-medium education, CLIL does not require students to have prior English proficiency to engage with the curriculum, allowing for a more inclusive learning environment.
Content and Language Integrated Learning (CLIL) aims to enhance both content and language skills, while English Medium Instruction (EMI) primarily focuses on content without explicit language learning objectives (Dearden, 2015) In EMI classes, language acquisition occurs incidentally through interaction and content integration, although it lacks defined language outcomes (Smit & Dafouz, 2012) Consequently, while EMI prioritizes content delivery, it may lead to incidental language learning, highlighting the key difference between CLIL and EMI (Aguilar, 2017).
The growing trend of EMI research in Vietnam
2.2.1 EMI in Vietnamese higher education
English is increasingly becoming the medium of instruction in educational institutions worldwide, with more than half of international students now taught in English (Graddol, 2006) European universities are adopting English-language degree programs to attract international students, enhance the employability of domestic students, and elevate their institutional profile (Doiz et al., 2013) East Asian countries, including China, South Korea, Taiwan, Indonesia, and Japan, are leading in the provision of English-medium instruction (Macaro et al., 2018) Additionally, countries like India, the Philippines, Singapore, and Hong Kong utilize EMI due to their historical ties with English-speaking nations (Marginson & van der Wende, 2009) The globalization of higher education has resulted in extensive internationalization and marketing, making EMI a common practice in regions where English is not the native language (Coleman, 2010).
In Vietnam, the internationalization of universities is a strategic initiative aimed at enhancing the efficiency of the higher education sector, aligning with global developments, and facilitating the country's integration into a globalized world A key focus of this internationalization agenda is the promotion of English as the medium of instruction.
English has gained significant popularity and become an international language in higher education (HE) in Vietnam over the past decade English Medium Instruction (EMI) is seen as a crucial element in the internationalization of education, fostering Vietnam's global integration and cooperation Introduced in the early 1990s, EMI began with postgraduate programs offered through collaborations between national and foreign institutions Since then, EMI has emerged as a prominent trend in Vietnam, paralleling global practices as English became a core subject By 2000, an impressive 98% of Vietnamese students opted to study English as a mandatory subject.
In 2003, it was noted that 90% of tertiary students preferred English among the four major foreign languages (Le, 2007, p 167) This highlights the growing awareness of the necessity to improve English language teaching (Le & Barnard, 2009) In response, the Prime Ministerial Decision number 1400/QĐ-TTg, issued on September 30, 2008, initiated a national program aimed at enhancing foreign language education within the educational system, effective from 2008 onward.
The National Foreign Language 2020 (NFL 2020) Project, initiated in 2011 with an investment of VND 9,378 billion over 12 years, aims to enhance international exchange and elevate the quality and prestige of educational programs in Vietnam This initiative seeks to develop a highly qualified, bilingual workforce to support the country's rapidly growing economy.
Vietnamese higher education institutions (HEIs) offer two main types of English Medium Instruction (EMI) programs: foreign and domestic Foreign programs involve partnerships with international institutions, focusing on shared academic resources, curriculum, and assessment methods These can be further categorized into two sub-types: offshoring and franchising.
Offshore programs, or Joint Programs (JPs), are collaborations between local and international institutions that have been legalized by the Vietnamese government to promote transnational education These initiatives aim to attract Vietnamese students to enroll in foreign-style tertiary programs offered by domestic higher education institutions Upon completion, students receive overseas qualifications, allowing them to pursue a degree from an international institution without leaving Vietnam.
Table 2.1 EMI programs in Vietnamese HE system
Franchising programs, also referred to as Advanced Programs (APs), involve modified versions of overseas educational curricula delivered through partnerships with offshore institutions These programs are endorsed by the Ministry of Education and Training (MOET) as part of a project aimed at enhancing the capacity of Higher Education Institutions (HEIs).
2020, a Vietnamese HEIs will be among the world’s 200 leading universities (Marginson, Kaur, & Sawir, 2011, p 451)
Vietnamese higher education institutions (HEIs) create and manage domestic programs known as High-Quality Programs (HQPs) These programs reference overseas syllabi, content, materials, and assessment schemes while aligning with the Ministry of Education and Training's (MOET) higher education curriculum framework HQPs offer a more affordable alternative to studying abroad.
The Vietnamese Ministry of Education instructed universities to make plans
The Vietnamese Ministry of Education and Training (MOET) emphasizes the use of English as a medium in higher education programs, particularly in fields such as sciences, economics, business administration, finance, and banking The primary objectives of these initiatives include enhancing the development of universities to meet regional and international standards, improving the quality of English Medium Instruction (EMI) programs, and aiming for some Vietnamese universities to rank among the top 200 globally by 2020 This implementation is part of a broader strategy to increase institutional autonomy in universities, aligning with neoliberal higher education reforms in Vietnam Notable institutions like Vietnam National University, Hanoi University of Technology, and others have pioneered Advanced Programs (APs) and Joint Programs (JPs) in EMI, particularly in open universities Ultimately, these courses aim to equip Vietnamese students with essential employability skills and better prepare them for a globalized world.
2.2.2 Benefits and disadvantages of EMI in Vietnamese higher education
There has been a rapidly growing trend in EMI research in the Vietnamese context due to the integration of HEI in the global educational system (Manh, 2012;
The increasing popularity of English as a Medium of Instruction (EMI) in Vietnamese higher education has prompted numerous studies to assess its implementation Research by Dang, Nguyen, and Le (2013) highlighted that globalization influences teaching practices through factors such as educational internationalization and community pressures Vu (2014) found that many Vietnamese lecturers faced challenges in using English effectively, which, combined with students' varying English proficiency and learning styles, hindered the teaching process Tran and Nguyen (2018) noted drawbacks in EMI programs, including insufficient evidence of the effectiveness of English classes and students' struggles with understanding content delivered in English Additionally, concerns were raised regarding the lack of professional development for staff and the limited access to EMI programs, which are available only to a select group of students, leading to inequity within the educational system.
A study conducted in 2019 involving 136 sophomores in International Business and Information Technology programs at a Vietnamese university highlighted both the advantages and challenges of English as a Medium of Instruction (EMI) Students recognized the benefits of EMI, including access to resources, enhanced English skills, and improved future job prospects However, they also faced significant difficulties in understanding English-written textbooks and course materials, primarily due to their limited English proficiency and vocabulary.
Students in English Medium Instruction (EMI) programs in Vietnam generally view the benefits of EMI lessons positively, yet they face challenges related to language, pedagogy, and policy (Nguyen et al., 2017) The English curriculum for these students often lacks specificity, being a simplified version of a general English proficiency program that focuses on business English rather than the academic skills necessary for success in EMI contexts This curriculum addresses professional needs such as marketing and business vocabulary but neglects essential academic competencies Instructors frequently lack adequate resources to support student comprehension, and many struggle to simultaneously improve students' English language skills while delivering content (Manh, 2012; Vu & Burns, 2014) Consequently, students encounter difficulties with lectures, reading assignments, and classroom interactions, leading lecturers to mix English and Vietnamese during instruction This review highlights the need for further investigation into EMI's implementation in Vietnam and aims to assess whether new research can provide insights into students' attitudes and experiences in this educational framework.
Attitude is a key psychological concept that encompasses emotional involvement, beliefs, and behavioral tendencies toward significant objects and events (Brown, 2001; Hogg & Vaughan, 2005) It is defined as a latent tendency to respond favorably or unfavorably to a psychological object (Ajzen, 2005) According to Montano and Kasprzyk (2008), an individual's attitude is shaped by their beliefs about the outcomes of behaviors, leading to either positive or negative evaluations based on those beliefs Latchanna and Dagnew (2009) emphasize that attitudes are crucial for understanding human behavior, particularly in contexts like language learning, where beliefs directly influence success (Abidin et al., 2012) Numerous studies have examined learners' attitudes toward English, focusing on emotional, cognitive, and behavioral dimensions, as well as demographic factors such as gender and educational background that may affect these attitudes (Eze, 2015) Additionally, research has explored the motivation behind students' attitudes toward learning English as a foreign language (Drbsen, 2015).
Attitudes play a crucial role in language learning, as highlighted by Reid (2003), who stated that they cannot be separated from the study process According to Visser (2008), attitudes significantly impact language performance, with positive attitudes enhancing learning and influencing learners' behaviors favorably The success of acquiring foreign languages is not solely dependent on intellectual abilities and study skills; it is also deeply intertwined with learners' attitudes toward the target language Eshghinejad (2016) emphasizes that these attitudes can either motivate or demotivate learners, underscoring the inseparable connection between language learning and learners' attitudes.
Attitude in this study is defined as metal state comprising individual’s beliefs, feelings and intentions, and other factors influencing individual’s attitude such as motivation, gender, seniority and specialization.
There are three components of attitude: cognitive, affective, and behavioral
(Campbell & Baker, 1993; Garrett, 2010) These three dimensions of attitude (Figure
2.1) are based on the three theoretical approaches to humanism, behaviorism and cognitivism respectively (Abidin et al., 2012), as shown below:
Natural sciences and social sciences taught in EMI programs at higher
Natural sciences (NS) are categorized as hard pure disciplines characterized by a cumulative and atomistic structure, emphasizing universals, simplification, and quantitative analysis (Neuman, Parry, & Becher, 2002) These disciplines are typically viewed as linear and hierarchical, progressively building knowledge through established facts and demonstrable hypotheses Until advanced stages in the curriculum, learning in NS relies on fixed content that is quantitatively measured, with a focus on instructor-led teaching The primary objective is to enhance students' logical reasoning abilities and their capacity to apply and evaluate ideas through linear argumentation, as well as to understand and interpret theoretical concepts.
Social sciences (SS) are characterized as soft pure disciplines that emphasize qualitative analysis, holistic perspectives, and a focus on specific details (Neuman et al., 2002) Knowledge in SS is often described as a spiral, revisiting familiar topics with increasing depth and insight Unlike the structured nature of natural sciences (NS), SS courses are more open and flexible, allowing for a broader exploration of concepts The process of knowledge-building in SS involves constructive teaching and learning activities, promoting creativity and fluency in language Additionally, the principles of analysis and synthesis in SS are applied more broadly, encouraging a diverse range of applications rather than a narrow focus.
Examining students' attitudes across various academic fields reveals how higher education language policies align with their experiences and perceptions of language in teaching (Bukve, 2018) These attitudes towards English Medium Instruction (EMI) are linked to the knowledge structures emphasized by different disciplines (Kuteeva & Airey, 2014) A review by Bolton and Kuteeva (2012) at a Swedish university found that attitudes towards EMI varied significantly between disciplines In the sciences, English was viewed as a necessary medium for both teachers and students, while in the humanities and social sciences, it often served as a supplementary language alongside Swedish Additionally, EMI courses frequently involved parallel language use among students and lecturers, particularly when English content was unclear or during group learning activities.
A study by Brown (2017) on English-medium Instruction Programs in Japanese Higher Education revealed a significant gap in teaching materials, indicating that locally produced university-level texts in English were virtually non-existent Additionally, imported Western texts presented challenges, often rooted in cultural assumptions that do not resonate with typical Japanese undergraduates While this issue may be less pronounced in the natural sciences, it is particularly relevant in the social sciences, which are predominant in EMI programs in Japan.
In 2015, it was noted that materials could be challenging for students who did not have the necessary contextual information to grasp the examples, allusions, and metaphors presented Additionally, these books often seemed significantly more expensive than locally produced university-level texts.
Karabay (2017) conducted research on the language-oriented academic challenges faced by STEM and social sciences students in English Medium of Instruction (EMI) programs at Kazakhstan International University The study found that the needs of STEM students differed significantly from those in social sciences, with STEM being more content-driven while social sciences focused on language development Both groups expected to improve their English skills through the program; however, only social sciences students achieved this goal, as STEM students showed less improvement in their language proficiency by the end of their studies.
Disciplinary fields possess unique characteristics that set them apart from other disciplines, with language use being a significant factor (Trowler, 2014) Mastering the specific language norms and unspoken policies of an academic discipline is crucial for students, as failure to do so may lead to their withdrawal and disconnection from the academic community (Trude).
The current study aims to explore the differing attitudes towards English Medium Instruction (EMI) among students from various disciplinary backgrounds, specifically comparing Native Speakers (NS) and Second Speakers (SS) By examining these perspectives, the research seeks to enhance existing literature and support the development of a disciplinary identity linked to students' majors in tertiary education.
Chapter summary
Despite some studies on the effectiveness of English Medium Instruction (EMI) courses, there remains a lack of empirical research examining the attitudes of both native speakers (NS) and non-native speakers (SS) towards EMI, particularly regarding affective, cognitive, and behavioral aspects Key factors influencing the success of EMI, such as motivation, educational background, academic achievement, and year of study, have not been thoroughly investigated Therefore, research is needed to explore students' experiences with EMI at higher education institutions in Vietnam, focusing on their attitudes and the challenges they face Such insights could provide valuable guidance for EMI educators in Vietnam, enhancing their understanding and ability to support students in future EMI courses.
RESEARCH METHODOLOGY
Research context
The study involved students from both natural sciences (NS) and social sciences (SS), specifically those studying Mathematics, Advanced Physics, and Chemistry at the University of Education - Hue University (HUEdu) Since 2006, HUEdu has been authorized by the Ministry of Education and Training of Vietnam (MOET) to offer an undergraduate program in Physics, featuring an advanced curriculum aligned with the University of Virginia's standards, with English as the medium of instruction Recently, HUEdu has expanded its offerings to include English Medium Instruction (EMI) courses in additional subjects such as Mathematics and Chemistry.
The University of Economics - Hue University (HUEco) has partnered with the University of Sydney to launch a joint training program in Agricultural Economics and Finance, aimed at enhancing regional and international education standards Additionally, HUEco collaborates with the Institute of Technology Tallaght in Ireland to deliver a joint undergraduate program in Business Administration.
Research participants
The study involved 103 undergraduate students from natural sciences, including Advanced Physics (45), Chemistry (47), and Mathematics (11), alongside 112 students from social sciences, comprising Business Administration (54) and Agricultural Economics and Finance (58) at a Vietnamese university These participants completed a questionnaire that offered diverse insights into their experiences with studying and lecturing in English Medium Instruction (EMI) classrooms.
A total of 215 respondents participated in the questionnaire survey, comprising 52 males (24.2%) and 163 females (75.8%) Among the participants, 40 were first-year students (18.6%), 49 were in their second year (22.8%), 57 were third-year students (26.5%), and 69 were final-year students (32.1%).
University of Education, Hue University
University of Economics, Hue University
This study employed a mixed-methods approach to enhance data reliability and accuracy through method triangulation (Grbich, 2010) A diverse group of ten participants, comprising two males and eight females from various specializations and academic years, was selected to ensure their perspectives were represented (Wellington, 2015) The interview data was triangulated with questionnaire responses, effectively addressing the research questions.
3.2.2 Students’ self-evaluations of English ability
This self-assessment tool effectively identified participants' English proficiency levels, enhancing their awareness of their skills Many students had previously taken English proficiency tests and received certificates from the University of Foreign Languages, Hue University, making it easier to determine their levels However, some participants lacked formal certification or screening tests before enrolling in EMI courses, leading them to evaluate their proficiency based on current English courses A few students were uncertain about their levels due to not having taken any tests Despite their limited ability to interact in English, over half of the students (NS 53.9%, SS 54.8%) reported feeling confident and unafraid of making mistakes Notably, students in the SS group showed slightly higher confidence in self-assessing their English interaction skills compared to NS students.
Four weeks after the initial emails, intending to improve response rates for the survey, I sent reminders to the lecturers and staff who helped to send the survey
In a study involving 215 EMI students, I utilized emails and calls to class monitors to emphasize the research's significance and sought their assistance in improving response rates (Cohen, Manion, & Morrison, 2017) Despite facing challenges in data collection due to the COVID-19 pandemic, I reached out to students again to encourage questionnaire completion when initial response rates were low, ultimately achieving a 95% response rate The online questionnaire proved effective in gathering data from a diverse group of participants, illustrating the benefit of accessing a broader audience during the pandemic (Wilson & Dewaele, 2010) Daily response trends are depicted in Figure 3.2.
3.4 Validity and reliability of the questionnaire
A precise, reliable and valid instrument is considered to be an essential step to collect required accurate information for that study According to (Oluwatayo,
Face validity involves researchers' subjective evaluations of a measuring instrument's presentation and relevance, ensuring that its items are clear and pertinent In contrast, content validity assesses how thoroughly the instrument measures the intended construct To enhance the validity of the questionnaire, the questions underwent a review process, benefiting from expert advice.
Figure 3.2 illustrates the EMI survey response rate, reflecting consensus among experienced supervisors, Deans of the Faculties of Physics and Chemistry, and other educators involved in EMI programs, with an 80% agreement on the questionnaire content Prior to its implementation, the questionnaire underwent translation, piloting, and initial analysis, resulting in modifications to certain items based on feedback from the pilot phase.
The survey data underwent reliability analysis to ensure the study's results are meaningful and applicable to other research contexts Reliability testing is crucial as it assesses the consistency of measurement instruments (Huck, 2007) A scale demonstrates high internal consistency when its items cohesively measure the same construct (Huck, 2007; Robinson, 2009) As shown in Table 4.1, the internal consistency across all dimensions is both homogeneous and significant, with reliability coefficients ranging from 0.723 to 0.855, surpassing the acceptable threshold of 0.70, indicating a robust level of reliability (Dửrnyei, 2007).
Table 3.2 Cronbach Alpha values for study questionnaire scales
A mixed-methods approach was employed to gather comprehensive insights into the attitudes of EMI students from natural and social sciences and the challenges they faced This method enhanced data reliability and accuracy through the triangulation of a survey and individual interviews, following a structured sequence that began with questionnaires and transitioned to interviews.
Student’s satisfaction with EMI courses
Students’ viewpoints on instructional practices
Students’ viewpoints of their ability to interact in English
Students’ viewpoints on recourses for learning in English
Students’ behavioral intentions regarding the use of EMI
Difficulties in participating in classroom discussion
Difficulties in understanding textbooks and course materials
Difficulties in tests and examinations
The data collection process utilized a questionnaire, which effectively gathered quantitative information quickly and efficiently, as noted by Wray & Bloomer.
In a study conducted in 2013, researchers aimed to gain in-depth insights into the phenomenon of studying and lecturing in English Medium Instruction (EMI) classrooms, as well as the participants' knowledge and experiences with EMI courses (Creswell, 2009) The questionnaire utilized in this research comprised three sections: demographic information, closed-ended questions assessing students' attitudes towards EMI and the challenges they face, and open-ended questions that allowed participants to express their thoughts and comments regarding their EMI experiences.
The study, based on Dürnyei (2007), includes five demographic questions that profile students across various years of study and genders, as well as the number of native speakers (NS) and non-native speakers (SS) enrolled in English Medium Instruction (EMI) courses Additionally, it assesses their levels of English proficiency.
• Forty questions in section 2 were mainly created on the basis of cognitive, affective and behavioral components (Abidin et al., 2012)
The study examined students' attitudes towards English Medium Instruction (EMI) by focusing on their cognitive, affective, and behavioral components Questions were adapted from Fernández-Costales (2017) to align with the current context in Vietnam, ensuring reliability across different participant subgroups The cognitive aspect assessed students' views on instructional practices and resources for learning English, while the affective component explored their emotional responses, highlighting the impact of positive and negative feelings on satisfaction and learning experiences Behavioral questions investigated students' intentions to use EMI and identified obstacles related to negative attitudes and motivation, which significantly influence their performance Additionally, the research incorporated modified survey questions from Yen and Thong (2019) to analyze the perceived benefits and challenges of EMI, aiming to establish normative data for comparison This section also included closed-ended questions to evaluate students' difficulties in following lectures, participating in discussions, and understanding course materials, as well as their performance in assessments.
In Section 3, four cognitive and affective questions were designed to comprehensively explore the advantages and disadvantages of combining English and Vietnamese in the classroom, as well as respondents' preferences regarding this combination Additionally, this section aimed to assess whether individuals are likely to continue enrolling in English Medium Instruction (EMI) courses in the future.
The questionnaire was designed based on research questions and existing literature on English Medium Instruction (EMI) An online survey, created using Google Forms, included a combination of closed and open-ended questions and was distributed to native speakers (NS) and second language speakers (SS) over a two-month period The Deans of the Faculties of Mathematics and Chemistry posted the survey on the EMI course management system and shared it with Advanced Physics students through their Facebook page, following official approval from the deanship.
Validity and reliability of the questionnaire
A precise, reliable and valid instrument is considered to be an essential step to collect required accurate information for that study According to (Oluwatayo,
Face validity involves researchers' subjective evaluations of how relevant and clear a measuring instrument appears, while content validity assesses how well the instrument measures the intended construct To ensure the questionnaire's validity, the questions underwent thorough review and expert advice.
The EMI survey response rate was influenced by supervisors, Deans of the Faculties of Physics, Chemistry, and experienced teachers in EMI programs An impressive 80% agreement was noted among these experts regarding the majority of the questionnaire content Prior to its actual implementation, the questionnaire underwent translation, piloting, and initial analysis, leading to modifications of certain items based on the pilot results.
The survey data underwent reliability analysis to assess the validity and transferability of the study's conclusions Reliability testing is crucial as it indicates consistency across different parts of the measuring instrument (Huck, 2007) A scale achieves high internal consistency when its items collectively measure the same construct (Huck, 2007; Robinson, 2009) As shown in Table 4.1, the internal consistency across all dimensions is both homogeneous and significant, with reliability scores ranging from 0.723 to 0.855, surpassing the minimum threshold of 0.70, which is deemed a reasonably high level of reliability (Dürnyei, 2007).
Table 3.2 Cronbach Alpha values for study questionnaire scales
Research instruments
To gather comprehensive insights into the attitudes of EMI students from natural and social sciences and the challenges they faced, a mixed-methods approach was employed This method enhanced the reliability and accuracy of the data through triangulation, incorporating both surveys and individual interviews The research process began with the distribution of questionnaires, followed by in-depth interviews.
Student’s satisfaction with EMI courses
Students’ viewpoints on instructional practices
Students’ viewpoints of their ability to interact in English
Students’ viewpoints on recourses for learning in English
Students’ behavioral intentions regarding the use of EMI
Difficulties in participating in classroom discussion
Difficulties in understanding textbooks and course materials
Difficulties in tests and examinations
The questionnaire served as the primary tool for data collection, enabling the generation of quantitative data and the efficient assembly of extensive information in a brief period (Wray & Bloomer).
In a study conducted in 2013, researchers aimed to gain comprehensive insights into the experiences of studying and teaching in English Medium Instruction (EMI) classrooms, as well as individuals' familiarity with EMI courses (Creswell, 2009) The questionnaire utilized for this research included three sections: demographic data, closed-ended questions assessing students' attitudes towards EMI and the challenges they face, and open-ended questions that allowed participants to share their personal comments and experiences related to EMI.
The article outlines five demographic questions based on Dürnyei (2007), which profile students enrolled in EMI courses by examining factors such as their year of study, gender, and the number of native speakers (NS) and non-native speakers (SS) participating, alongside their varying levels of English proficiency.
• Forty questions in section 2 were mainly created on the basis of cognitive, affective and behavioral components (Abidin et al., 2012)
The study explored students' attitudes towards English Medium Instruction (EMI) by examining their perspectives on instructional practices, English interaction skills, and learning resources, adapting questions from Fernández-Costales (2017) to fit the Vietnamese context The reliability of these adapted questions was supported by their consistent responses across different participant subgroups The affective component assessed respondents' feelings towards the language, highlighting how positive or negative emotions can influence satisfaction and perceptions of learning difficulty Behavioral questions focused on students' intentions to use EMI, recognizing that negative attitudes and lack of motivation can hinder language learning Additionally, the questionnaire included modified items from Yen and Thong (2019) to investigate the perceived benefits and challenges of EMI, aiming to provide normative data for comparison and enhance understanding of EMI's role in Vietnam's educational landscape Close-ended questions further assessed students' difficulties in following lectures, participating in discussions, comprehending course materials, and performing in assessments.
Section 3 included four cognitive and affective questions aimed at exploring the advantages and disadvantages of combining English and Vietnamese in the classroom Additionally, it sought to understand respondents' preferences regarding this combination The section also examined whether individuals would be inclined to enroll in English Medium Instruction (EMI) courses in the future.
The questionnaire was designed based on research questions and relevant EMI literature, utilizing Google Forms to create a mix of closed and open-ended questions Over two months, the online survey was distributed to native and second language students, facilitated by the Deans of the Mathematics and Chemistry faculties through the EMI course management system Additionally, it was shared with Advanced Physics students via their Facebook page, following official approval from the deanship.
The semi-structured interview technique, a key method for data collection in qualitative research, served as the second instrument to address the research questions This approach facilitated the gathering of soft data, capturing participants' word-of-mouth responses that reflect their beliefs, attitudes, and values (Berg & Lune).
In 2012, semi-structured interviews were conducted to gather insights and opinions, complementing the findings from questionnaire data (Creswell, 2009) This approach allowed for a more flexible dialogue, enabling interviewees to express their views without being confined to a rigid set of questions By prioritizing the perspectives of the interviewees, the interviews aimed to capture the complexities and nuances of their experiences, rather than merely adhering to theoretical inquiries that could limit the depth of understanding (Bryman).
In this study, interviews were conducted alongside questionnaires to gather comprehensive data (Chang, 2010) The selection of interviewees was informed by their questionnaire responses, which helped identify varying perspectives on the issue To enhance the diversity of attitudes explored, individual interviews were held with five students from NS and five from SS, aligning with the questionnaire items to support both qualitative and quantitative findings Participants were briefed on the research's purpose and assured of confidentiality and anonymity prior to the interviews Conducted in Vietnamese, the interviews aimed to ensure that respondents felt comfortable and could articulate their thoughts clearly (Berg & Lune, 2012).
Due to the COVID-19 pandemic, participants consented to online video interviews conducted via Facebook, with all sessions audio-recorded on cell phones Each interview lasted approximately fifteen minutes.
Data analysis
Document analysis, as defined by Bowen (2009), is a systematic method for reviewing and evaluating both printed and electronic documents (p 27) In this study, a Google Forms Questionnaire was utilized to design the survey and gather data (Figure 3.4) The data analysis involved two distinct methodologies to ensure comprehensive evaluation.
Likert-type and open-ended item analysis
Respondents answered the survey according to a 5- point Likert Scale in the following format: 1 – Strongly
Strongly Agree A scale is said to have high reliability of internal consistency if the items in a scale “hang together” and measure the same construct (Huck, 2007,
In 2009, Robinson utilized SPSS (Statistical Package for Social Sciences) to conduct a quantitative analysis of survey data, calculating the reliability index based on participant responses.
Sciences) Version 25 and the Cronbach Alpha which can be used to analyse the internal reliability of a set of items (Dửrnyei, 2007) In this study, the Cronbach
Alpha was used to provide the reliability’s outcome of the 9 dimensions of students’ attitudes to EMI where each dimension consists of multi-item variables
Reliability of variables is established when Cronbach Alpha values exceed 0.70 (Ghozali, 2011) Sekaran (2003) further clarifies that a reliability score below 0.6 is considered poor, a score of 0.7 is deemed acceptable, and a score above 0.8 is regarded as good.
Figure 3.4 Five steps in the data analysis process