INTRODUCTION
Research problem
English, spoken by a quarter of the world's population, is the most widely used language globally Its influence extends across various fields, including tourism, medicine, policy, diplomacy, and academia, especially in today's globalized world As noted by Prakash Babu Bodapati (2016), the significance of English continues to grow.
Globalization and the English language mutually reinforce each other, as the rise of multinational firms increases the demand for English, particularly in fields like economics This has led to the emergence of English as a Medium of Instruction (EMI) courses, which help break down language barriers and meet the needs of both students and multinational companies In Asia, the high demand for EMI courses is driven by the necessity for students to thrive in professional environments where English is predominant and the growing trend of academic exchanges In Vietnam, educational institutions have adopted EMI programs to enhance students' English proficiency and better prepare them for future career opportunities.
At Bright Ages (BA) university, a prominent public institution in Vietnam, students in the Faculty of Foreign Languages (FFL) receive comprehensive training in English and Economics, with a variety of Economics English courses available, including Accounting, Corporate Finance, Securities Market, and Commercial Banking These courses integrate theory and practice to equip students with essential Finance knowledge in English Graduates are expected to possess fluent English skills and a strong foundation in Economics, enabling them to meet employer demands in a globalized context However, the academic records from the 2021-2022 year indicate low overall scores in key Economics courses, suggesting potential learning difficulties that could impact students' educational experiences and graduation quality While some studies have explored English-majored students in Vietnam, focusing on aspects like vocabulary and listening, there is a notable lack of research on the teaching and learning of Economics courses for English majors at BA university This study aims to address this gap in the existing literature.
Research questions
This study investigates the language challenges encountered by English-major students in Economics courses and examines the strategies they employ to overcome these difficulties.
With these in mind, the researcher has designed the study to answer the two research questions as below:
1 What difficulties do students face while learning Economics courses in English?
2 What do students do to overcome these difficulties?
Scope
This study, conducted over three months from March to June 2022, involved 115 third-year and final-year students at a prominent public university in Hanoi, Vietnam It was undertaken as part of the researcher’s requirements for obtaining a Bachelor’s degree.
Significance
This study addresses the gap in literature regarding the teaching and learning of Economics for English-majored students, serving as a pioneering effort in this area By focusing on the challenges faced by students, it aims to enhance course design, materials, and teaching strategies The findings are expected to motivate instructors to gather and analyze student feedback after Economics courses, leading to improved materials and effective teaching methods in future classes Additionally, this research can serve as a valuable reference for subsequent studies aimed at reviewing and enhancing lecture delivery.
Research methods
This study utilized a mixed-methods approach, combining quantitative data from a survey questionnaire with qualitative insights from one-on-one interviews with three students The questionnaire targeted 115 third-year and final-year students to identify the challenges they encountered in Economics courses Subsequently, interviews were conducted with four selected students to explore the complexities highlighted in the questionnaire responses and to understand the strategies they employed to overcome these difficulties.
Thesis structure
This thesis consists of five chapters These five chapters are summarized as below:
Chapter 1 is an introduction to the study, research problem, research question, scope, significance and methods
Chapter 2 includes an overview of EMI, different stakeholder groups' attitudes, and explores the difficulties of students and how to overcome them The review of several related studies in this chapter has revealed a research gap that the researcher is pursuing to bridge through this study
Chapter 3 presents the research techniques and demonstrates the sample selection, data collection, and analysis procedures
Chapter 4 presents the findings from both quantitative and qualitative sources Chapter 5 compares the main findings of the current study with those in the existing literature These comparisons are also used for a discussion about the findings of the study
Chapter 6 summarizes the primary findings and emphasizes the research's limitations, as well as practical implications for future research.
LITERATURE REVIEW
Overview of EMI
Since the seventeenth century, universities worldwide, including those in non-English-speaking countries, have introduced English Taught Programs, also known as English as a Medium of Instruction (EMI) These programs play a crucial role in the internationalization of educational institutions EMI is defined as the use of English to teach academic courses in regions where English is not the primary language, as noted by Macaro et al (2018) and Rose & McKinley (2018) While there are various teaching methods that utilize English, such as Content-Based Instruction and Content and Language Integrated Learning, EMI stands out as it is not tied to a specific language or instructional approach Instead, it is a flexible method that caters to the unique needs and interests of learners.
In English Medium Instruction (EMI) courses, English serves as the medium for teaching various subjects, allowing students to gain knowledge while simultaneously enhancing their English language skills A defining characteristic of EMI is that the improvement of English proficiency is a secondary outcome of the instruction, rather than a primary educational goal.
EMI courses are gaining global popularity in both L1 and L2 contexts According to Galloway & Rose (2015), international higher education is a key objective for universities worldwide, with initiatives closely tied to the increasing significance of English in academia.
Macaro et al (2018) highlight the rapid growth of English Medium Instruction (EMI) as a response to the need for universities to internationalize, attract foreign students amid declining local enrollment, and compete with the private sector, all while recognizing English's status as a global language in research Some researchers, like Hamid, Nguyen, and Baldauf (2013), view EMI as a straightforward and cost-effective approach to address internationalization and enhance local language skills However, Rose and Galloway (2019) argue that the link between EMI and language development lacks scientific validation, emphasizing the necessity for further research to explore the diverse impacts of EMI on various stakeholders.
Different stakeholder groups' attitudes towards EMI
Research on English Medium Instruction (EMI) has garnered global attention, primarily focusing on students' perceptions Many studies indicate a general satisfaction with EMI; for instance, Macaro and Akincioglu (2018) found that 989 students from 18 Turkish universities rated their satisfaction above 3 out of 5 Similarly, Bukve (2018) noted that the curriculum content in English did not significantly affect attitudes towards EMI However, conflicting views exist, as Zumor (2019) reported that 89% of students experienced psychological challenges, including stress and dissatisfaction, related to EMI courses Additionally, 65% of respondents expressed concerns that majoring in English could lead to poor academic performance Kim (2011) echoed these sentiments, revealing that most students preferred instruction in their first language (L1), with 72.9% advocating for its inclusion in their classes.
Teachers' attitudes towards English Medium Instruction (EMI) reflect similar challenges faced by students, particularly regarding linguistic abilities (Barnard, 2015; Griffiths, 2013; Wilkinson, 2005) Barnard (2015) emphasizes that high English proficiency does not guarantee effective knowledge transmission, as teachers may struggle to convey complex concepts in a second language This sentiment is echoed by Wilkinson (2005), who notes that Dutch lecturers experience frustration due to students' limited language competence, which demands additional time and effort to deliver content The issue of inadequate English proficiency among lecturers in EMI courses is a global concern that has received insufficient research attention (Williams, 2015) Studies indicate that instructors in Asian countries, as well as in Europe, often possess limited language proficiency when using English as a medium for teaching (Jahan & Islam, 2013; Zacharias, 2013; Hamid, 2011).
In their studies, Airey & Linder (2006) and others have highlighted the challenges of language proficiency faced by educators While children and teachers are directly involved in English Medium Instruction (EMI), parents' perceptions have also been examined (Al-Qahtani & Al Zumor, 2016; Liao & Larke, 2008; Wei, 2011) For instance, Al-Qahtani and Al Zumor (2016) investigated the attitudes of 68 parents towards EMI in Saudi Arabia's public elementary schools, where Arabic remains the primary language of instruction Although many Saudi parents endorse EMI in private primary schools, there are concerns regarding the potential negative impact on their children's Arabic language development due to the use of English.
Difficulty of students in learning EMI
Students' English proficiency is a primary factor for success in learning EMI English skill is valued more highly in late immersion than in early immersion (Swain
Language development and fundamental idea learning occur simultaneously during early immersion, while late immersion is associated with improved Cognitive Academic Language Proficiency, which requires greater cognitive abilities to understand complex academic topics A study by Krkgửz (2009) revealed that 93.5% of 220 student participants struggled with course comprehension due to unfamiliar vocabulary, highlighting a significant gap between departmental courses and previous English courses Similar findings were reported in surveys and interviews conducted with 130 university students by Bang.
A study conducted in 2013 revealed that students with low English proficiency face significant concerns regarding their language skills and comprehension of subject content Zumor (2019) found that 83% of 264 Saudi students enrolled in English Medium Instruction (EMI) courses reported that English posed the greatest challenge to understanding specialized knowledge The majority of participants identified English textbooks and notes as major obstacles to grasping scientific content, with only 35% feeling confident in their English abilities to comprehend EMI Troudi (2009) supports this view, emphasizing that students' language skills directly impact their learning in a second language, potentially increasing cognitive load and hindering subject proficiency Additionally, a lack of vocabulary adversely affects essential language skills, including listening, speaking, reading, and writing.
Students' background knowledge significantly influences the learning outcomes in English Medium Instruction (EMI) Research by Siegel (2020) highlights that a student's L2 English proficiency and individual characteristics, including their prior knowledge, can lead to comprehension challenges Additionally, different undergraduate groups possess varying levels of expertise in their subjects Gómez-Calderón (2021) found that students struggled with creating critical essays due to the cognitive demands of understanding specialized content, with 68% finding the task complex due to insufficient content knowledge Clapham's research further established a clear connection between prior language knowledge and test performance.
Research indicates that background knowledge significantly influences students' test performance, particularly at the intermediate level It has been observed that prior knowledge and cognitive skills become increasingly important in relation to field-specific content Consequently, students who possess field-specific knowledge before enrolling in an English Medium Instruction (EMI) course tend to perform better than those without such knowledge.
Inadequate English proficiency is a significant barrier in English Medium Instruction (EMI) courses, as highlighted in numerous studies Students often struggle with essential writing, speaking, and listening skills, leading to challenges in comprehending course materials, understanding lectures, and effectively communicating during classroom activities This lack of proficiency also hampers their ability to organize thoughts coherently in writing during exams.
The primary method for evaluating student disciplinary knowledge in EMI courses was written assignments; however, many students struggled with writing skills EMI necessitated full linguistic immersion and a high level of language awareness, revealing that students faced challenges beyond basic grammar, including a need to grasp academic norms and discipline-specific writing standards (Krkgửz, 2009) Many students found the program's material unengaging and had difficulty meeting the writing expectations set by lectures A study by Zumor (2019) indicated that over 70% of participants attributed their poor performance to the assessment language being English, with 84% believing they could perform better if allowed to take the test in their native language Consequently, students' perceptions of their writing skills in EMI were largely negative (Gómez).
Despite possessing a strong hermeneutic foundation and knowledge of suitable interpretative techniques, many individuals struggle to effectively express their analysis through critical writing.
Students face significant challenges in achieving speaking fluency during English Medium Instruction (EMI) courses, as highlighted by Zumor (2019) A notable 68% of participants reported a lack of enjoyment in English discussions, while 64% felt embarrassed when asked to respond in English In contrast, 79% were comfortable answering questions in their first language (L1) Although students express a desire to engage in English classroom discussions, they often lack the confidence to communicate effectively, leading to difficulties in articulating their ideas and hesitations when speaking in front of peers (Khan, 2013).
Listening comprehension is crucial in English Medium Instruction (EMI), as students must focus during lectures, take notes, and retain information (Siegel, 2022) Many students report inadequate listening skills, which negatively impact their understanding and performance in courses (Kagwesage, 2013) Furthermore, a study by Alanshory (2014) found that 98% of EMI lecturers noted their students struggled with reading academic materials in English due to poor listening abilities, with 77% of students acknowledging that their reading comprehension was hindered by hearing loss.
Previous research highlights that lecturers' challenges in delivering English Medium Instruction (EMI) courses significantly impact student learning Ibrahim (2001) identified the lack of English proficiency among Indonesian students and teachers as a "threat" to EMI, noting that teachers with inadequate English skills struggle to effectively lecture Issues such as breaks, hesitations, and grammatical errors can hinder students' comprehension A literature review by Tamtan et al (2012) revealed that a shortage of skilled teacher educators in Asia and Africa hampers linguistic and academic development, leading to decreased student motivation due to poor language understanding Hu (2019) emphasized that teachers must possess adequate EMI competence to maintain student focus and enhance understanding of lessons Civan & Coskun (2016) and Dorasamy (2012) found that lecturers' speaking abilities and teaching methods contribute to students' difficulties in course comprehension Bradford (2019) reported that over 80% of students felt their professors' speaking skills were insufficient, with incorrect pronunciation and limited vocabulary being major concerns He argued that teaching strategies promoting interactive dialogue are more vital for understanding than the instructors' English proficiency or students' listening skills.
Students facing challenges in EMI
Research on EMI courses highlights effective strategies students use to overcome challenges, with the mother tongue serving as a key compensatory tool Many participants in Ali (2020) reported frequently using their first language (L1) to mitigate communication issues during interactions This reliance on L1 often leads to mixed opinions and internal tensions, as students struggle to rely solely on English for their studies Additionally, students utilized translation tools, bilingual dictionaries, and online resources to navigate EMI-related difficulties, recognizing the importance of translation for academic success Ibrahim (2001) noted that students' essential needs encompass various skills, including speaking, reading, listening, and writing To enhance their learning experience, students must engage in diverse communication activities beyond simple question-and-answer exchanges, requiring them to read a wide range of English materials, including emails, reports, and journal articles.
To enhance English language proficiency, students engage in listening activities that include lectures, news broadcasts, and dialogues, while also producing written documents like diaries and reports Improving these language skills is crucial for overcoming challenges in English Medium Instruction (EMI) Joe and Lee (2012) highlighted the need for foundational courses in general or specialized English, offering structured lessons that align with lecture topics to help students develop essential academic skills They noted that while such support is common in second language (L2) courses, it is lacking in first language (L1) courses, which is concerning as L1 students often have limited exposure to English outside the classroom.
EMI in Vietnam
The National Education System Project 2008-2020 aims to utilize English as a medium of instruction to align with global development trends By 2015, the government planned to integrate English Medium Instruction (EMI) courses for 20% of higher education students in specific subjects The goal was to implement EMI across all universities by 2020, leading to an annual increase in schools adopting this approach However, policymakers have pursued internationalization without a clear strategy, as practical implementation and research reveal significant limitations that still need to be addressed.
Numerous studies indicate that both students and instructors in Vietnam struggle with low English proficiency According to Yen and Thong (2019), nearly 45% of respondents reported that students face challenges in articulating their thoughts, responding to questions, and engaging with both lecturers and peers Many students hesitate to ask questions, even when they do not comprehend the material, primarily due to their limited English skills This deficiency hampers their ability to grasp lectures and read English texts (Danang University, 2012) Additionally, research by Ha (2018) presented at an international conference on English for teaching in Vietnam revealed that about half of the lecturers felt unable to convey certain ideas effectively to their students, while over a quarter believed they could provide accurate translations with proper expression and sentence structure.
In 2020, students faced significant challenges with technical vocabulary, terminology, and complex sentence structures in English Medium Instruction (EMI) While EMI offers substantial benefits for both students and lecturers, it is crucial to investigate the practicality of these programs to prevent the misallocation of resources Additionally, there is a lack of research addressing the specific difficulties Vietnamese students encounter in EMI, highlighting a gap that motivates further study.
EMI has emerged as a global trend in higher education institutions, yet it has faced significant criticism from various stakeholders, including teachers and students Many students enrolled in these courses encounter challenges related to vocabulary and knowledge, as well as inadequate language skills in listening, writing, and reading Additionally, the teaching methods employed by lecturers have impacted students' learning experiences In Vietnam, while research on this topic is limited, existing studies indicate that EMI courses continue to present numerous difficulties, highlighting the need for further investigation into this issue.
RESEARCH METHODS
Setting of the study
English has emerged as the global lingua franca, prompting Vietnamese universities to prioritize English language instruction to align with international growth Students not only study the language and its cultural context but also gain specialized knowledge in fields like art, banking, finance, and international relations to support global trade Many institutions provide English Medium Instruction (EMI), which Dearden (2014) describes as teaching academic subjects in English in non-English-speaking regions This study focuses on English majors at the Faculty of Foreign Languages, emphasizing English for finance and banking, where students receive comprehensive training in grammar, semantics, and practical skills, alongside banking and financial theory While this dual-disciplinary approach offers significant advantages, it also presents challenges for students.
As a result, this study aims to analyze the challenges that English-major students have when studying Economics courses and offer some practical techniques to them.
Participants
The language department comprises approximately 600 students, with only half enrolled in Economics courses, primarily third-year and final-year students A total of 115 students participated in the survey, representing about 38.7%, which enhances the generalizability and reliability of the findings Participants, who had recently completed or were currently studying Economics, were invited to contribute to the study, ensuring their experiences were fresh for accurate evaluation Gender was not considered in the survey due to the predominance of female students among English majors at the FFL Additionally, four students expressed interest in follow-up interviews by providing their email addresses at the end of the survey.
Data collection instruments
This study utilized a survey questionnaire and individual interviews to gather data The survey aimed to identify common challenges faced by students and their strategies for overcoming these obstacles, while the interviews offered deeper insights into these issues.
A questionnaire serves as an effective tool for this study due to its speed and convenience in gathering opinions and evaluations from 115 respondents, particularly during the challenging circumstances of the Covid pandemic Furthermore, it provides a safe "anonymity guarantee," which is essential for identifying students' difficulties.
2001, p.7) An online survey helps the researcher address sensitive personal issues and enhances the confidentiality of the participants' opinions
The study focused on five Economics courses related to Banking and Finance at X University during the 2021-2022 academic year, all taught by Vietnamese instructors A survey was developed based on a 5-point scale to address the challenges students faced in English Medium Instruction (EMI) courses, following a literature review The questionnaire was reviewed for clarity and effectiveness, then tested with five students before being distributed online It began with an overview of the research purpose and sought honest feedback from participants Section 1 collected general information, while Section 2 included five questions on teaching-related difficulties across the courses, and Section 3 explored students' experiences with ten questions, not separated by course due to their interrelated nature Both sections utilized a Likert scale for responses, and an optional contact section was provided for follow-up interviews The survey was available in English and Vietnamese to ensure clarity for all participants, with results intended to inform further investigation during interviews.
Table 3.1 Sample question in the questionnaire Question 1 How do you rate the difficulty level of these Economics courses? Question 2 What scores have you achieved for these courses?
Interviews serve as a crucial data collection tool alongside questionnaires, offering in-depth insights due to their numerous advantages The focus of interviews is on obtaining relevant and adequate data rather than reaching a large number of respondents, making the small sample size a non-issue This method is particularly effective for analyzing complex phenomena and provides flexibility in addressing unforeseen issues (Dửrnyei, 2007, p.39) It is especially valuable when survey responses are "vague, incomplete, off-topic, or not explicit enough" (Mackey & Gass, 2005, p.173) Interviews reveal not only common viewpoints but also those that may not be expressed by the majority By integrating interview data with survey findings, a comprehensive understanding of the study questions is achieved Consequently, utilizing interviews allows for a deeper exploration of the challenges faced by three students in learning Economics and the strategies they employ to overcome these obstacles.
A survey conducted among 115 students led to four participants agreeing to interviews, which were documented to enhance the survey data After receiving an email outlining the research purpose and a list of questions, interviewees were given two days to respond, ensuring they could answer thoughtfully and honestly While all participants possessed a basic level of English sufficient for Economics courses, conducting interviews in their native language (L1) facilitated more comfortable and efficient responses Both third-year and final-year students were included to promote diversity in perspectives and learning experiences The interviews aimed to gather insights into the participants' challenges and perceived benefits from the Economics courses A sample question from the interview is provided, with the complete list available in the appendix.
Question 1 What are the easiest and hardest Economics courses? Why?
Question 2 What are the major difficulties for you during the EMI classes?
Question 3 What is the greatest benefit of an EMI courses in your opinion?
Question 4 What kind of assistance do you need to solve your problems during the work in the program?
Data analysis
The study utilized descriptive statistics, which were organized into tables and figures for better reader comprehension Google Form and Microsoft Excel served as the research instruments, with data collected via Google Form displayed in straightforward column formats.
Figure 3.1 Data from Google Forn
After that, the data were exported to Excel to measure the exact percentage of each response All the information collected would be used to construct tables or charts
Analyzing in terms of percentage would help to identify the students’ problems in learning Economics courses faster and easier
Figure 3.2 Data exported to Excel
Finally, the quantitative data obtained from Excel was used to analyze each item The researcher recorded any potentially intriguing patterns in the survey results to organize follow-up interviews
Open-ended question responses were manually classified, and respondents were asked to clarify any ambiguous answers After all interviews were completed, content analysis was employed to categorize the data into structured topics aligned with the study's objectives (Moore, McCabe, & Craig, 2012) The interviewees' responses were translated into English and organized around the challenges students encounter and their strategies for overcoming these obstacles The analysis integrated these themes with insights from the literature review and previous survey findings, culminating in a summary table of students' interview responses.
Table 3.3 Summary of interviews’ results Most difficulties Easiest & Hardest courses
Struggle with reading the coursebooks’ content and writing due to lack of knowledge and insufficient language proficiency
- Economics is the easiest (first Economics course, basic terms and concepts)
- Fiscal and Moneytary is the hardest (large amount of formular, difficult exercises)
- Encounter difficulties in writing because of the academic writing styles
- Hard to remember formulas and knowledge
- Economics is the easiest (exercises are very simple)
- The others course are quite normal
- The amount of knowledge is too much, the class time is limited -> do not understand everything
Lack of background knowledge -> understanding only the tip of the iceberg
- Enhance Economics’ vocabulary and background knowledge
- Acticely take part in class’ activities or discussions
I hope the school has a more specific orientation about ours major
- Reading documents in Vietnamese to understand Economics’ concepts and terms better
- Do homework to review knowledge regularly
- Lecturers using more attactive teaching methods to improve students' concentration
- Have more bonus point to encourage students to speak
Student C Asked questions when not sure about something
Student D Study in groups to learn from others
The research collected data via the use of two instruments First one was a survey with
A study involving 115 students was conducted to explore their perceptions of the challenges encountered while studying economics Additionally, individual interviews with four students aimed to uncover strategies they employed to overcome these difficulties and to gather suggestions for enhancing economics courses The data analysis was primarily performed using Excel, with results presented in charts and tables for improved readability.
FINDINGS AND DISCUSSION
Difficulties facing students in learning Economics courses
A survey of 115 students revealed that all participants experienced varying degrees of difficulty in learning Economics courses To facilitate analysis, these challenges were categorized into three distinct groups, as outlined in the questionnaire (Appendix 1), highlighting both commonalities and unique responses among the students.
4.1.1 General information of students and Economics courses
Table 4.1 Distribution of students participating in the survey
In the third year of their studies, FFL students began taking Economics courses, with a survey conducted among 115 students revealing a balanced distribution of 47 third-year and 68 final-year participants The curriculum includes approximately 6-7 Economics courses, and the survey indicated that 61% of respondents enrolled in more than four courses, while 31% were taking three, and 8% had two courses, with no students enrolled in just one course Most respondents had studied nearly all finance subjects and shared their insights and experiences, enhancing the accuracy and reliability of the survey results, especially as students had recently completed their Economics courses.
Table 4.2 The difficulty level of Economics courses
Very ease Easy Normal Hard Very
A recent self-evaluation by students revealed that while most Economics courses were perceived as difficult, 41% of students found Economics easy and 56% considered it to be of average difficulty In contrast, other courses showed a predominantly challenging perception among students.
A significant 70% of participants rated Accounting Principles as hard or very hard, with even higher percentages for other courses: 75% for Commercial Banking, 96% for Fiscal and Monetary, and 100% for Corporate Finance I This is understandable, as Economics serves as the foundational course for FFL students, introducing essential concepts and theories In contrast, courses like Accounting Principles and Fiscal and Monetary focus on specific financial aspects, demanding advanced language skills, concentration, and the ability to memorize and apply knowledge, which contributed to the perception of difficulty among students.
Table 4.3 The scores of Economics courses
The analysis of student scores in Economics courses revealed that 68% achieved an A and 32% a B, indicating a strong performance compared to other subjects The course's manageable content and students' eagerness for economics knowledge contributed to their high expectations and motivation In contrast, Accounting Principles had a majority of B grades (70%) with a notable A rate of 24% However, courses like Commercial Bank and Corporate Finance I saw lower A percentages at 9% and 4%, respectively, with B grades dominating at 82% and 78% Additionally, a significant portion of students received C grades in these subjects, reflecting challenges in grasping more complex banking and business concepts Fiscal and Monetary courses had the highest C rate at 33%, with the remainder earning B grades The varying difficulty levels across Economics courses led to student confusion and diminished motivation, resulting in poorer performance in advanced classes compared to initial ones.
4.1.2 Difficulties relating to teaching factors
Table 4.4 Difficulty relating to lectures’ pronunciation
1 I cannot understand lectures because of lecturers' pronunciation
Strongly agree Agree Neutral Disagree Strongly disagree
The majority of students expressed disagreement regarding difficulties in understanding lecture pronunciation, with 64% for Accounting Principles and 78% for Economics This suggests that pronunciation may not significantly impact lesson comprehension FFL students benefit from three listening courses and additional English classes, which help reduce the preparation time for Economics courses Both lecturers and students are proficient in English, with lecturers displaying confidence in their delivery and students feeling comfortable listening However, some students still struggle with pronunciation, particularly in the Commercial Bank course (13%) and Fiscal and Monetary course (14%), while Economics had the lowest rate at 6% This may be attributed to insufficient vocabulary rather than pronunciation issues, highlighting the need for students to engage with course materials and familiarize themselves with new terms before class.
The current study reveals that lecturers' speaking abilities do not significantly hinder students' understanding of their courses This finding contrasts with the results of Kim, Kweon, and Kim (2017), which indicated that students experienced minimal difficulties related to their teachers' speaking skills Notably, only around 10% of surveyed students reported issues with lecturers' pronunciation, while over 40% expressed satisfaction with their instructors' language proficiency.
Table 4.5 Difficulty relating to lectures’ speed of delivery
2 I cannot catch up with my lecturers' speed of delivery
Strongly agree Agree Neutral Disagree Strongly disagree
The findings revealed conflicting results regarding teaching speed across different courses In Economics, only 31% of students reported difficulties with the teaching pace, compared to 53% who did not Conversely, in other subjects, a significant majority felt the teaching speed was too fast, with 52% and 33% for Accounting Principles, 75% and 21% for Fiscal and Monetary, and 65% and 31% for Commercial Banking and Corporate Finance I Despite the variations, the overall agreement and disagreement percentages were substantial This discrepancy can be attributed to the differing levels of English listening comprehension among students, affecting their ability to absorb the material.
Research by Goodman (2014) and Kagwasage (2012) indicates that a rapid teaching pace significantly hinders student comprehension, with many respondents advocating for a varied teaching speed tailored to lesson content When controlling for other factors, the data revealed that difficulties in listening and absorbing lectures were the primary contributors to comprehension issues This highlights the critical role of listening skills in English Medium Instruction (EMI) courses, as noted by Kim, Kweon, and Kim (2017), who identified listening difficulties as a major challenge for EMI students These students often struggle to follow instructors' explanations, leading to shallow understanding due to inadequate English listening skills Additionally, students from non-English-speaking countries face greater challenges in comprehending EMI material compared to their peers from countries where English is more prevalent (Keuk & Tith, 2013).
Table 4.6 Difficulty relating to lectures’ explanations
3 I have difficulties in understanding lecturers’ instructions and explanations in English
Strongly agree Agree Neutral Disagree Strongly disagree
A survey revealed that students faced challenges in understanding economics concepts due to lecturers' explanations in English, with a significant percentage expressing difficulty: 58% for Economics, 68% for Accounting Principles, 76% for Fiscal and Monetary, 70% for Commercial Bank, and 74% for Corporate Finance I Students suggested that explanations in Vietnamese would enhance their comprehension and application of the material However, 19% of respondents indicated they did not struggle with English explanations, likely due to prior knowledge or research on specialized terms before attending class.
The study revealed that FFL students generally faced minimal challenges in understanding specialized terminology When complex new terms arose, instructors often took the initiative to explain them in Vietnamese This approach aligns with Griffiths (2013), which noted that Norwegian lecturers also utilize the students' first language (L1) to clarify difficult economic concepts Both educators and students acknowledged that employing L1 in the classroom not only enhances teacher comfort but also boosts student engagement.
Table 4.7 Difficulty relating to class size
4 There are too many students in these courses
Strongly agree Agree Neutral Disagree Strongly disagree
In a busy classroom, learners often struggle to concentrate, a challenge that has been exacerbated by the shift to online learning due to Covid-19 Interestingly, most students (79%) disagreed that class size impacts their learning experience, with only 17% remaining neutral across five courses Third and final-year students, who participated in the survey, reported spending 80-100% of their courses online This mode of learning has allowed them to avoid distractions such as noise and peer interactions, indicating that class size, whether large or small, does not hinder their educational progress.
Table 4.8 Difficulty relating to tests’ content
5 The content of the tests are aligned with the learnings' contents
Strongly agree Agree Neutral Disagree Strongly disagree
In this study, students expressed a strong belief that the tests across all courses were well-aligned with the learning content, with 91% for Economics and 85% for Accounting Principles indicating "Strongly agree" or "Agree." Both Commercial Bank and Corporate Finance I received an 82% agreement rate, while Fiscal and Monetary had the lowest at 71% Despite this positive perception, the findings revealed a discrepancy, as the average test scores were notably low, suggesting that while students felt the test content was adequately covered in class, their performance did not reflect this understanding.
C expressed that the primary challenge in studying Economics is the overwhelming amount of information to absorb and retain within the limited class time, leading to difficulties in understanding the lecturers' explanations Although tests focus on textbook and lecture content, students struggle to perform well due to the extensive knowledge and formulas that need to be mastered in a short period.
Table 4.9 Difficulties relating to Economics’ vocabulary and knowledge
Strongly agree Agree Neutral Disagree Strongly disagree
7 I lack background knowledge relating to
A significant 87% of students acknowledged a deficiency in specialized vocabulary, with 27% "Strongly agreeing" and 60% "Agreeing." The vocabulary used in Economics courses is notably broader and more complex than that in previous English skills courses, which primarily focused on grammar and simpler, more common words This lack of specialized vocabulary poses a major challenge in understanding course content, as students struggle to grasp new phrases and terms without a solid foundation in economics Consequently, students must actively work to enhance their vocabulary, as economic subjects require familiarity with a wide range of theoretical and technical terms.
Students overcoming difficulties
Four students who participated in the interview had both similar and different answers about ways to improve the difficulties they encountered when taking Economics courses
All four students recognized the importance of acquiring foundational economics knowledge, including vocabulary, terms, and concepts Student A expressed that encountering lengthy texts filled with unfamiliar words often led to feelings of overwhelm and demotivation, but preparing by reading textbooks and conducting research beforehand boosted her confidence Additionally, it was noted that students could benefit from reading economics materials in Vietnamese, which significantly aided their understanding of lectures and note-taking Student B echoed this sentiment, stating that reading in Vietnamese enhanced her comprehension of economics concepts and terms, allowing for more effective application.
Active communication during classes is essential for improving academic performance, as emphasized by student C A strong teacher-student relationship, built on positive communication, creates a conducive learning environment Misunderstandings between teachers and students can lead to negative outcomes, such as confusion over lessons and assignments To prevent this, it is crucial for both parties to ensure clear understanding Students should engage actively in class, rather than remaining passive, by participating in activities and asking questions when uncertain This engagement not only fosters discussion but also allows students to articulate and defend their viewpoints Student A noted that this method serves as an effective opportunity to review and retain knowledge more effectively.
Students B and D emphasized the importance of timely homework completion and regular knowledge review They suggested that forming study groups could enhance learning, as individuals possess varying strengths and weaknesses across different subjects Group studies foster discussions that allow students to identify their weaknesses and adopt effective study habits from peers Student D noted that group studying aids memory retention through active engagement, such as debating and teaching one another Additionally, maintaining a checklist of assignments and deadlines is crucial, as procrastination significantly impacts academic performance, according to Student B While studying can be challenging, prioritizing learning over leisure time is essential for improving academic quality.
The study revealed that students' primary challenges in economics were a limited vocabulary and insufficient background knowledge, which adversely affected their language proficiency in reading comprehension, writing, and listening While the speed of lecturers' delivery produced mixed results due to varying language levels among students, most participants reported no issues with test content, pronunciation, or note-taking To overcome these challenges, students engaged in preparatory activities, participated in class, and studied collaboratively The findings align with global research on English Medium Instruction (EMI), indicating that students struggle with economics vocabulary, reading comprehension, and academic writing However, unlike previous studies, most students did not find note-taking or communication with peers and instructors difficult, highlighting the advantages of online learning environments.