1. Introduction: Understanding the Student Voice
English as a Medium of Instruction (EMI) reshapes how knowledge is transmitted, interpreted, and experienced in higher education. While institutional policies frequently highlight goals such as internationalization and global competitiveness, students’ perspectives provide a grounded understanding of how EMI functions in real classroom environments. Student perceptions influence engagement, academic performance, motivation, and identity formation within multilingual learning spaces.
- Learning Engagement and Academic Performance
Students' attitudes toward EMI significantly shape their learning engagement and academic outcomes. Positive engagement can help students navigate the challenges of studying in a second language, especially in rigorous fields such as clinical or applied disciplines (Liu et al., 2025). In STEM and research-oriented programs, EMI provides access to global academic knowledge and current scientific discourse, preparing students for participation in the international workforce (SN & MK, 2021).
- Language Anxiety and Comprehension Challenges
EMI can also introduce difficulties. Language-related anxiety is commonly reported among students and is negatively associated with academic success (Yüksel et al., 2023). Limited English proficiency may hinder students’ ability to engage in discussions, interpret complex texts, or express disciplinary understanding, resulting in reduced comprehension and confidence (Zhang & Hasim, 2023). These patterns emphasize the importance of linguistic scaffolding and ongoing language support.
- Identity Formation and Motivation
EMI environments influence how students perceive themselves as scholars and multilingual individuals. Participation in EMI may enhance global academic identity and increase motivation to engage with English across contexts. However, when EMI is implemented without attention to linguistic diversity, some students may feel alienated or perceive their home languages as undervalued. Inclusive practices that encourage translanguaging support positive identity formation and sustained motivation.
- Overall Impact of Student Perceptions
Systematic reviews affirm that EMI can enhance both academic performance and English proficiency, but the degree of success depends heavily on students’ attitudes and day-to-day learning experiences (Prayuda et al., 2024). Supportive learning environments, accessible instructional practices, and recognition of linguistic diversity are essential to promoting positive perceptions of EMI.
2. Language and Comprehension Issues
One of the primary concerns among students participating in English-Medium Instruction (EMI) is linguistic difficulty, which significantly influences their academic experiences and outcomes. Alanazi and Curle (2024) note that the demanding nature of fields such as medical education can further intensify these challenges, underscoring the need for robust language support systems and targeted training initiatives for both students and faculty.
Likewise, Huang and Chou (2024) demonstrate that while EMI may complicate learning processes, instructional strategies such as explicit vocabulary support can alleviate some of these barriers. Their findings highlight the importance of pedagogical interventions in mitigating language-related obstacles and promoting access to disciplinary knowledge.
In addition, Lei and Hu (2014) emphasize that insufficient English proficiency can heighten students’ language anxiety, negatively affecting academic performance and engagement. This shows the interdependent relationship between language competence and the overall effectiveness of EMI.
Similarly, Liu et al. (2025) report that students often experience elevated stress due to linguistic demands, which can diminish learning motivation and classroom participation. These findings collectively confirm that addressing linguistic challenges is essential to maximizing the benefits of EMI and ensuring equitable learning experiences.
3. Motivation, Identity, and Academic Confidence
Studies consistently demonstrate that positive self-perception in English-Medium Instruction (EMI) contexts correlates strongly with persistence and academic achievement. Yuan et al. (2021) emphasize that students who display resilience, confidence, and a willingness to move beyond their comfort zones are more likely to succeed in EMI environments. Such self-efficacy enables learners to navigate academic and linguistic challenges more effectively, thereby enhancing performance and engagement.
Similarly, Masrai et al. (2022) reveal that students’ self-perceived language competence is a strong predictor of success in EMI courses. When learners believe in their ability to use English effectively, they are more likely to participate actively, persist through difficulties, and achieve stronger academic outcomes.
In alignment with these findings, Pun (2022) reports that students who view EMI as an opportunity to improve their English skills tend to express higher levels of satisfaction with their learning experiences. This positive orientation shapes motivation and contributes to more meaningful academic engagement.
Collectively, these studies highlight the pivotal role of self-perception in shaping students’ engagement, persistence, and achievement within EMI settings. Supporting students’ confidence and promoting constructive language identities are therefore essential for fostering successful EMI learning environments.
4. Support Mechanisms and Institutional Responsibility
Students’ perceptions of EMI quality often hinge on the support systems provided by institutions. Pre-sessional English programs, writing centers, and bilingual peer tutoring have proven effective in reducing linguistic anxiety and enhancing inclusivity. Transparent assessment criteria and formative feedback also contribute to perceived fairness and competence growth.
Equity remains a key concern: when EMI implementation overlooks diverse student backgrounds, learners may experience marginalization or disengagement. Institutions adopting EMI must ensure that academic content remains accessible while maintaining disciplinary rigor.
5. Perceptions Across Asian Contexts
The effectiveness of English-Medium Instruction (EMI) is considerably strengthened when it recognizes and respects local linguistic and cultural identities while preparing students for participation in global academic and professional contexts. Amanzhol et al. (2023) note that EMI facilitates interaction among local and international students, enabling meaningful cross-cultural exchange that is essential in globalized higher education.
This aligns with Ghimire (2021), who describes EMI as a pedagogical approach that simultaneously supports content learning and English language development, particularly in contexts where English is not the dominant language. EMI thus serves as a crucial bridge between local educational needs and global communicative demands.
However, student perceptions of EMI vary significantly across Asia, shaped by national language policy, teacher preparation, and local language ecology. In countries such as Malaysia, Japan, and Vietnam, students often express both enthusiasm for global integration and concern about cultural displacement and linguistic inequality. These mixed attitudes reveal that EMI is not uniformly experienced or valued.
For example, Vietnamese postgraduate students frequently view EMI as a pathway to career advancement and global mobility. Yet, they also emphasize the need for clearer instruction, stronger teacher English proficiency, and the availability of bilingual learning resources. This dual perspective underscores the necessity of context-sensitive EMI models rather than one-size-fits-all approaches.
Additionally, Rifiyanti and Dewi (2023) argue that culturally responsive pedagogy—where EMI teaching methods acknowledge and integrate local cultural contexts—enhances learning and affirms learners' identities. Gronchi and Hopkyns (2025) similarly note that EMI shapes teachers' professional identities, with effective practice emerging when local educational values align with global communicative expectations.
Taken together, these findings suggest that the most impactful EMI implementation is one that balances global engagement with local identity, supporting students in becoming both culturally grounded and globally competent.
6. Conclusion: Toward Student-Centered EMI
Student perceptions of EMI courses provide valuable feedback for curriculum innovation. When learners feel linguistically supported, culturally respected, and intellectually challenged, EMI can achieve its transformative potential. A student-centered EMI framework values learner diversity as a resource rather than a problem, ensuring both academic quality and inclusive participation.