English Medium Instruction and Content Learning

English Medium Instruction and Content Learning

  This study examines the effect of English medium instruction (EMI) on content learning in a Korean collegiate context. Data were collected from fifty-one students enrolled in an introductory English linguistics course at a local university. The students’ improvement of subject matter knowledge was measured by pre- and post-tests administered throughout the course. A questionnaire survey addressing issues related to EMI (e.g. students’ attitudes, affective factors etc.) was administered at the end of the semester. The data analysis reveals the following: 1) Statistically significant gains in content area knowledge were observed, the improvement not being strongly related to the students’ level of English proficiency. 2) The students assessed that EMI had a positive effect on improving their reading and listening proficiency, and vocabulary knowledge, while exerting little effect on speaking and writing skills. The result of this study does not seem to be consistent with what has been observed in previous studies, in which EMI was shown to hinder acquisition of content area knowledge (Marsh et al. 2000; Yip et al. 2003). Further research with both control and comparison groups is needed to reach a firm conclusion on the effect of EMI on content learning.