Students’ and Instructors’ Perceptions of Studying in an English-Medium University

The present study aims to examine students’ and instructors’ perceptions of studying in an English-medium university, and particularly, to discover the relationship between students’ perceptions of studying in an English-medium university and of English as a Foreign Language (EFL). The study attempts to investigate the students’ and the instructors’ perceptions of English-medium instruction and their role in students’ learning process. For this purpose, the adapted version of Tarhan’s (2003) questionnaire is administered to the students and the instructors and a semi-structured interview is held with the students. The study is designed as a case study using both qualitative and quantitative research methods. The sample consists of 75 ELT students and 8 instructors from the Foreign Language Education Department of Eastern Mediterranean University. The data collected from three different sources (i.e. student questionnaire, instructor questionnaire, and student semi-structured interview) are triangulated during analysis. The results of the study show that the students and the instructors perceive EMI useful. However, there are some differences in the perceptions of the role of EMI in students’ learning process. While the students feel positive about studying in an English-medium university because it improves their language skills and bring different advantages, the instructors doubt whether the role of EMI is positive or negative as they are not sure if it contributes to students’ cognitive development or not. The results of the study have some pedagogical implications. The results may offer an overall idea to the instructors about the ELT students’ perceptions of studying in an English-medium university and their language proficiency. The study contributes to discovering the differences between the students’ and the instructors’ perceptions of English-medium education.