STUDENTS’ PERCEPTIONS OF ENGLISH-MEDIUM INSTRUCTION (EMI) AT THE UNIVERSITY OF THE PUNJAB: LEARNING EXPERIENCES, LANGUAGE CHALLENGES, AND CLASSROOM PARTICIPATION

Abstract

English-Medium Instruction (EMI) has gained increasing prominence in higher education in non-native English-speaking settings, such as in Pakistan. Although the recommendation of EMI is frequently based on the possible advantages in academic and professional life, the experiences of students in classrooms and the issues concerning language are not well-studied in the local context. This research examines the students’ perception of English-Medium Instruction (EMI) at the University of the Punjab and the levels of learning experiences, language difficulties, and academic participation. A mixed-methods design was adopted, from which data were collected from 110 undergraduate students using a structured questionnaire and additional semi-structured interviews with 12 participants. Quantitative data were examined through descriptive and inferential statistics, whereas the qualitative ones were analyzed through a thematic approach. The results show that students have generally cautious-positive views of EMI, as they are aware of its importance in offering academic resources and increasing their chances of success in the future. Nevertheless, it was stated that many students had some problems with listening comprehension during lectures, academic vocabulary, as well as confidence in their ability to use English, which, in turn, affected their classroom behavior. The research identifies the moderating effect of the level of language proficiency in determining the interaction of students with learning opportunities in EMI classes. Findings underline the need for linguistically sensitive pedagogy, institutionalized linguistic support, and institutional processes in order to make more comprehensive and successful EMI practices in higher education in Pakistan.