Case Studies of EMI Implementation in Vietnam and ASEAN

1. Vietnam: National Policy and Institutional Practice

“Vietnam’s EMI journey reflects a broader trend across ASEAN: balancing English-medium goals with local linguistic and cultural realities.” – British Council (2022)

2. Thailand: EMI as a Pathway to Internationalization

Thailand’s higher education sector has also embraced EMI as a means to attract foreign students and enhance global visibility. Mahidol University and Chulalongkorn University have led in developing dual-degree and exchange programs in English. According to the Thai Ministry of Higher Education (2022), more than 800 EMI courses are now available nationwide.

The adoption of English as a Medium of Instruction (EMI) in Thailand is a complex initiative aimed at internationalizing the higher education system. This strategy seeks to improve English proficiency among graduates, which is in line with neo-liberal economic aspirations and the goal of enhancing students' competencies for global integration (Şahan et al., 2022; Macaro et al., 2021). Research indicates that the implementation of EMI is often driven by top-down governmental policies, which may overlook the specific needs of local institutions and students (Macaro et al., 2021). Despite the strong advocacy for EMI, challenges remain, including student attitudes towards language proficiency and the availability of resources necessary for effective English instruction Wilang & Nupong, 2022). Studies suggest that while there is a general acceptance of EMI among students, successful implementation hinges on addressing resource limitations and developing effective pedagogical strategies tailored to improve learning outcomes (Prabjandee & Nilpirom, 2022; Wilang & Nupong, 2022). Thus, successful EMI deployment in Thailand requires a comprehensive strategy that takes into account cultural contexts and adequately prepares educators to meet the challenges posed by this educational shift.

3. Malaysia: Longstanding Bilingual Policy and Lessons Learned

In Malaysia, the longstanding bilingual policy has facilitated the adoption of English as a Medium of Instruction (EMI) in higher education, reflecting the country’s commitment to balancing its national identity with global competitiveness. Research indicates that despite the absence of a definitive national language policy governing the use of English, there is a consensus among stakeholders regarding the adoption of EMI, particularly concerning the internationalization of higher education (Rahman & Singh, 2022). This dual-language approach promotes English while simultaneously recognizing the importance of Bahasa Malaysia in maintaining cultural heritage (Hsieh et al., 2025).

A study examining students' attitudes toward EMI revealed that although learning anxiety exists, many students perceive EMI as beneficial to their academic and professional prospects (Ghani, 2018). Additionally, faculty readiness for EMI varies significantly, highlighting the need for targeted training and resources to enhance teaching effectiveness in English (Lo & Othman, 2023). Overall, Malaysia's experience with EMI underscores valuable lessons about the complex interplay between language policy, educational practice, and cultural identity.

4. Philippines and Singapore: Mature EMI Ecosystems

The ecosystems of English as a Medium of Instruction (EMI) in the Philippines and Singapore have matured, reflecting their commitment to fostering global competencies in their higher education systems. The Philippines has adopted EMI in response to globalization, which has resulted in increased international visibility and competitiveness within the academic landscape (Munyaradzi & Manyike, 2022). Similar trends are apparent in Singapore, where EMI practices are deeply integrated into the educational framework, enhancing English proficiency and equipping students for international opportunities (Munyaradzi & Manyike, 2022).

Research indicates that both countries face challenges, such as the need for ongoing language support and effective pedagogical practices to optimize language acquisition within EMI contexts. In the Philippines, while EMI is widely accepted, educators report issues related to language proficiency and teaching resources, necessitating a focus on effective pedagogical strategies (Saragih, 2024). In Singapore, despite the sophisticated EMI ecosystem, studies show that prioritizing communicative efficiency often results in code-switching, complicating English learning processes (Şahan, 2020). Ultimately, the experiences of these two countries underscore the importance of tailored approaches in implementing EMI, ensuring robust support systems for educators and students alike.

5. Regional Reflections and Emerging Trends

Across ASEAN, EMI implementation reflects a dynamic interplay between globalization, national identity, and pedagogical innovation. Regional cooperation through ASEAN University Network (AUN) initiatives fosters mobility programs, cross-border accreditation, and English-based research projects.

• Vietnam and Thailand are expanding EMI primarily for international visibility.
• Malaysia demonstrates the benefits of sustained bilingual policy support.
• Singapore and the Philippines illustrate mature models with global credibility.

However, the region continues to grapple with teacher proficiency, student preparedness, and equitable access. Experts call for localized EMI models that respect linguistic diversity while maintaining academic excellence.

“ASEAN’s strength lies in its diversity — EMI success depends not on uniformity, but on adaptability.” – ASEAN Language Policy Forum (2023)