Language-Related Barriers and Insights to Overcome the Challenges of English Medium Instructed Learning Environment for Undergraduates

Abstract

The practice of English Medium Instruction in the tertiary phase of education in the non-Anglophone circle is a significant but perplexing argument. The void of academic exploration of the students’ authentic perspectives and the challenges they face due to the quick transfer of the academic language from L1 to L2 without any smooth procedure is a critical ground that needs investigation. Thus, the current study aimed to explore the language-caused challenges and the strategies utilized by the students to overcome the challenges of the EMI learning environment in the tertiary phase of education. The study utilized the purposive sampling method and data was collected through a questionnaire survey and semi-structured interviews. Qualitative thematic analysis was utilized to analyze the collected data. The findings highlight that the significant language gap between secondary and tertiary education is the primary reason for students' language difficulties. However, students have developed strategies to tackle these language-related challenges. The study concludes by proposing potential solutions to facilitate a smoother transition from an L1-based learning environment to an L2-based learning environment.