EMI teaching methodology: Perceptions and practice from students’ perspectives

Abstract

The increasing adoption of English as a Medium of Instruction (EMI) in tertiary education, largely driven by globalization, has attracted substantial scholarly attention in recent years. This study investigates students’ perceptions of lecturers’ teaching efficacy in EMI contexts, as well as the challenges students encounter throughout their learning process. A mixed-methods design was employed, integrating survey data from 280 participants with in-depth interviews involving 20 selected individuals, alongside three classroom observations conducted at different universities in Vietnam. The findings indicate that the majority of respondents hold positive perceptions of lecturers’ teaching effectiveness, particularly with respect to pedagogical practices, language use, and instructional flexibility. Nevertheless, a range of challenges persists, as students experience both subjective and objective barriers during their learning process. In response, the study proposes several pedagogical and institutional measures to address these challenges, enhance the effectiveness of EMI implementation, and support Vietnam’s broader efforts toward international integration and engagement.