Bilingual Instruction Increases Linguistic Challenges in EMI: Evidence from Chinese Graduate Students in South Korea
Keywords:
English-Medium Instruction; International students; Linguistic challenges; English proficiency; Korean higher educationAbstract
As English-medium instruction (EMI) becomes increasingly prevalent in Korean higher education, a growing number of Chinese students are required to take EMI courses as part of their academic requirements. This study investigated the linguistic challenges faced by these students and examined how English proficiency, degree level, and medium of instruction influence their experiences. As many as 226 Chinese graduate students from various disciplines were recruited through convenience sampling via a structured questionnaire survey. Quantitative data were analyzed using independent samples t-tests and ANOVA. The results indicated that writing and speaking posed the most significant linguistic challenges, with students struggling with difficulty in academic writing and using technical vocabulary in oral communication. Students with lower English proficiency and those at the master’s level reported more linguistic challenges than their counterparts. Additionally, students enrolled in bilingual (English- Korean) EMI courses experienced greater linguistic burden than those in predominantly English-medium classes. These findings highlighted the need for targeted language support, including writing workshops, vocabulary training, and oral practice sessions. Institutions should also clarify EMI language policies to reduce confusion and support equitable access. The study contributes to ongoing discussions about equitable access and effective support for international students in multilingual EMI environments.
https://doi.org/10.26803/ijlter.24.7.15
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