Effects of English medium instruction on content courses in higher education

This study explores the effects of foreign language-medium instruction, namely English medium instruction (EMI) on content courses in higher education. Therefore, in order to investigate these effects, undergraduate university students' perceptions studying at the faculty of education at an EMI university in Turkey were examined. The data were collected from students via semi structured individual and focus group interviews and a background questionnaire. The data were analyzed using qualitative methods via content analysis. The findings indicated that students were aware and knowledgeable about the foreign language policies applied in their EMI university, and their implementations in their EMI program. Moreover, students did not report significant comprehension problems due to the instruction delivered with a foreign language-medium; English. Students also talked about the importance of limited native language (L1) use on increasing comprehension and motivation, and they reported using various strategies in and out of the classroom in order to understand the content. Moreover, students expressed their need for extra support in terms of speaking skill in English and field terminology in Turkish. Finally, students were found to have positive perceptions regarding EMI as a medium of instruction, and they considered EMI to have positive effects on their foreign language, academic, professional, and personal development.