Speaker
Description
This study presents a systematic literature review of English Medium Instruction (EMI) in higher education, focusing on challenges faced by teachers and students as well as pedagogical strategies used to support EMI implementation. Following a PRISMA-informed review procedure, 29 empirical studies published between 2016 and 2026 were selected from the ScienceDirect database. The findings reveal that EMI teachers commonly encounter difficulties related to English proficiency, increased workload, pedagogical adaptation, and limited institutional support. Students experience challenges in lecture comprehension, academic writing, disciplinary vocabulary, and classroom participation, particularly during the transition from first-language instruction to EMI contexts. However, these language-related difficulties tend to decrease over time as learners adapt to EMI environments. The review also identifies several effective pedagogical strategies, including scaffolding, translanguaging, multimodal instruction, and interactive learning approaches. Overall, the study highlights that successful EMI implementation depends on the alignment of language support, pedagogy, and institutional policy, emphasizing the need for more context-sensitive and language-aware teaching practices in higher education.
Biography
Trịnh Thị Thu Hà, M.A., is a lecturer at Hong Duc University and a researcher in the fields of Linguistics and Teaching English to Speakers of Other Languages (TESOL). She graduated from Anglia Ruskin University, United Kingdom. Her academic and professional interests focus on the application of information technology in English as a Foreign Language (EFL) teaching and learning. She has conducted research on emerging educational technologies, particularly artificial intelligence, digital learning tools, and technology-enhanced language teaching in higher education contexts. Hà is especially interested in how innovative technologies can support learner engagement, language development, and teacher professional growth. In addition to her research activities, she has extensive experience in English language teaching, curriculum development, and teacher education. Her recent studies examine the pedagogical implications of artificial intelligence and English Medium Instruction (EMI) in tertiary education. Through her teaching and research, she aims to promote learner-centered, technology-supported, and context-sensitive approaches to English language education in Vietnam.
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