1. Introduction
English as a Medium of Instruction (EMI) continues to expand globally, especially in higher education systems where universities aim to increase international visibility, attract diverse student populations, and participate in global academic networks. As a result, EMI has become a significant field of interdisciplinary research drawing from applied linguistics, education policy, sociolinguistics, and curriculum design. Current research trends reflect a shift from merely examining whether EMI should be implemented to more nuanced explorations of how EMI is practiced, negotiated, and sustained in diverse cultural and institutional contexts.
2. Focus on Lecturer Competence and Professional Development
The ongoing research into English Medium Instruction (EMI) highlights key concerns regarding lecturers’ preparedness, particularly in terms of language proficiency and pedagogical strategies. While many lecturers report strong confidence in their disciplinary expertise, they often encounter challenges related to English language use in classroom interaction. These challenges underscore the need for targeted professional development, peer mentoring, and reflective teaching practices that promote adaptive approaches such as translanguaging and scaffolding to support student learning (Macaro et al., 2021).
Additionally, the formation of lecturer identity in EMI contexts involves a complex negotiation between the roles of content expert and language model. This dual identity significantly influences lecturers’ teaching confidence, instructional decisions, and classroom presence. Institutional cultures and professional training programs play central roles in shaping how lecturers interpret, internalize, and enact these roles in alignment with program expectations (Block, 2020; Gronchi & Hopkyns, 2025). Therefore, improving EMI effectiveness requires a deeper understanding of how institutional frameworks interact with lecturer identity to shape teaching practices and learning outcomes.
3. Translanguaging and Multilingual Classroom Practices
Emerging research on translanguaging practices in English Medium Instruction (EMI) highlights the strategic use of multiple languages by both lecturers and students to enhance understanding and support collaborative meaning-making. Rather than enforcing strict English-only policies, allowing the use of the first language (L1) can reduce cognitive load and facilitate deeper conceptual processing in multilingual learning environments (Tai & Wei, 2020; Ataş, 2023). This shift signals a move away from monolingual assumptions and toward recognizing the linguistic diversity that characterizes EMI classrooms.
Research further demonstrates that translanguaging creates dynamic learning spaces where participants can draw upon their full range of linguistic resources to negotiate meaning effectively (Serra & Feijóo, 2022; Almayez, 2022). However, while many educators express positive beliefs about translanguaging, actual classroom practices often do not reflect this support in a systematic or intentional way (Serra & Feijóo, 2022; Almayez, 2022). This gap between belief and practice underscores the need for professional development that equips lecturers with the knowledge, confidence, and strategies to incorporate translanguaging as a purposeful pedagogical approach in EMI contexts, ultimately enhancing learning outcomes (Ataş, 2023).
4. Student Learning Experiences and Support Needs
Research into students' experiences with English Medium Instruction (EMI) has highlighted both linguistic and emotional challenges that influence their academic engagement in culturally diverse contexts. Students frequently struggle with academic literacy, discipline-specific vocabulary, and active participation in classroom discussions, underscoring the importance of integrated language support within content courses (Abugohar & Yassin, 2020; Miller et al., 2020). Recent studies emphasize embedding language assistance directly into disciplinary learning rather than offering separate remedial language courses, which may not adequately address students’ immediate academic needs (Miller et al., 2020).
Additionally, the emotional dimensions of EMI—such as anxiety, confidence, and sense of belonging—play a crucial role in shaping student participation. In many Asian contexts, cultural norms such as respect for authority and concern about “losing face” significantly impact students’ willingness to speak and ask questions (Nguyễn et al., 2025; Song & Lin, 2020). A culturally informed approach to EMI pedagogy can help foster supportive and inclusive classroom environments that encourage participation. By acknowledging and addressing these affective factors, educators can enhance students’ engagement and optimize learning outcomes (Ruegg & Yphantides, 2024).
5. Technology-Enhanced EMI and AI Integration
Research into the integration of digital technologies in English Medium Instruction (EMI) demonstrates substantial potential for improving both teaching and learning experiences. Learning management systems (such as Moodle) and AI-based language support tools, including automatic speech recognition applications, help scaffold language comprehension, enhance clarity of communication, and provide immediate pronunciation feedback (Iskandar et al., 2024; Martynyuk, 2024). These digital tools contribute to the development of autonomous learning by allowing students to practice independently, monitor their progress, and evaluate their performance more effectively (Martynyuk, 2024).
However, discussions surrounding digital equity and the ethical implications of generative AI in education are increasingly prominent. Scholars emphasize the need to recognize and address potential biases embedded in AI systems and advocate for collaborative strategies involving educators, developers, and policymakers to ensure responsible adoption of digital technologies (Alrayes et al., 2024). As EMI institutions continue to integrate technology, a culturally responsive pedagogical approach remains crucial to ensure that digital tools are applied equitably and effectively to meet the diverse needs of learners (Alrayes et al., 2024).
6. EMI, Internationalization, and Policy Directions
Research into English Medium Instruction (EMI) reveals its strong alignment with broader university strategies, internationalization goals, and national language policies. This relationship is particularly evident in Southeast Asia, where EMI is closely tied to regional integration agendas and the growing competitiveness of labor markets (Şahan, 2021). However, scholars caution that as institutions adopt EMI to enhance their global rankings and institutional branding, they must critically address issues of equity and access, particularly the risk of privileging students with stronger English proficiency (Özdemir, 2022).
The long-term sustainability of EMI depends on the development of comprehensive and context-sensitive policy frameworks that balance global ambitions with the protection of local linguistic rights (Şahan, 2020). Recent studies highlight the importance of designing EMI practices that effectively support both domestic and international students, ensuring equitable opportunities for academic success (Şahan, 2021). As EMI continues to expand, researchers emphasize the need for critical engagement with these structural challenges to build inclusive learning environments that enable all students to achieve their educational goals.