Benefits and Challenges of EMI in Asian Contexts

1. Introduction

English as a Medium of Instruction (EMI) has rapidly transformed Asian higher education. Across countries such as Japan, China, Vietnam, Thailand, Malaysia, and South Korea, the adoption of EMI aims to internationalize curricula, attract global students, and enhance graduate employability. Yet, beneath these aspirations lies a complex interplay between language policy, academic identity, and local sociolinguistic realities. Understanding both the benefits and challenges of EMI within Asian contexts allows educators to strike a meaningful balance between globalization and linguistic inclusivity.

A primary advantage of EMI is its facilitation of global communication and knowledge dissemination, as it aligns with the increasing international relevance of English, enhancing students' employability in a globalized job market (Pusey, 2020; Li & Peng, 2023). Furthermore, studies indicate that EMI can promote language proficiency, with evidence showing that students' vocabulary skills tend to improve when they learn through English (Aizawa & Rose, 2020).

2. Key Benefits of EMI in Asia

The growth of EMI in Asia is largely driven by the promise of integration into the global academic community and the desire to enhance competitiveness in knowledge economies. These benefits can be grouped into several core areas:

• Global Academic Visibility: EMI allows universities to publish, teach, and collaborate in English, aligning local institutions with global academic networks.
• Student Mobility and Employability: Proficiency in English and exposure to internationalized curricula prepare graduates for transnational careers.
• Faculty Development: Lecturers teaching in English gain linguistic confidence, intercultural awareness, and access to broader research communities.
• Curricular Modernization: EMI often brings new pedagogical models—problem-based learning, critical thinking, and content-integrated instruction.
• Regional Collaboration: Shared EMI frameworks among ASEAN universities encourage academic exchanges and co-taught programs.

3. Major Challenges in Asian EMI Implementation

Despite its popularity, EMI has faced persistent challenges. These obstacles stem from linguistic diversity, uneven proficiency levels, and sociocultural dynamics unique to Asian classrooms.

• Linguistic Barriers: Both teachers and students may lack sufficient English proficiency, affecting lecture clarity and comprehension.
• Cognitive Load: Students often process both content and language simultaneously, resulting in reduced understanding or slower learning.
• Pedagogical Mismatch: Western teaching methods embedded in EMI may clash with traditional Asian learning cultures emphasizing memorization and teacher authority.
• Identity and Equity Issues: EMI can marginalize local languages and create linguistic hierarchies between English-speaking and non-English-speaking students.
• Resource Constraints: Many institutions lack adequate training programs, bilingual materials, or EMI-specific quality assurance frameworks.

4. Balancing Globalization and Localization

Asian universities increasingly adopt a “glocal” approach—integrating international standards while valuing local linguistic and cultural identities. Translanguaging, dual-medium policies, and localized EMI materials help maintain inclusivity. For instance, in Vietnam and Malaysia, educators often code-switch strategically to scaffold understanding, reflecting a pragmatic approach to EMI.

Effective EMI in Asia therefore requires policy coherence, institutional support, and a nuanced understanding of learners’ sociocultural contexts. English should serve as a bridge, not a barrier, to meaningful learning.

5. Pedagogical Strategies for Success

• Professional Development: Regular EMI training workshops help lecturers refine language and methodology simultaneously.
• Collaborative Teaching: Team-teaching models pairing content experts with English specialists enhance instructional quality.
• Scaffolded Materials: Visuals, glossaries, and summaries support comprehension without oversimplifying academic content.
• Student Support: Peer tutoring, writing centers, and language clinics mitigate anxiety and build confidence.

6. Future Outlook

As Asian higher education continues to globalize, EMI will remain central to policy debates. The next decade will likely focus on sustainable EMI—where linguistic diversity coexists with English proficiency goals. AI-based translation tools, adaptive learning systems, and multilingual pedagogies will redefine EMI practices, ensuring equity and accessibility.