VietTESOL International Convention 2026

The rapid expansion of English-Medium Instruction (EMI) in Vietnamese higher education has created both opportunities and challenges for students learning academic content through English. This mixed-methods study investigates students’ experiences and perceptions of EMI courses at a Vietnamese university, with particular attention to linguistic challenges, classroom participation, and learning adaptation. Grounded in EMI pedagogy and learner engagement theory, the study explores how students respond to the increasing use of English as the medium of instruction in non-language subjects. Quantitative data were collected through questionnaires administered to undergraduate students enrolled in EMI courses, while qualitative data were obtained from semi-structured interviews. The findings indicate that although students generally hold positive attitudes toward EMI and recognize its potential benefits for English proficiency and future employability, many face difficulties related to academic vocabulary, comprehension of lectures, note-taking, and interaction in classroom discussions. The study also reveals that supportive teaching practices, clearer instructional scaffolding, and interactive learning activities can significantly enhance students’ confidence and engagement in EMI settings. This presentation discusses implications for EMI implementation in Vietnamese higher education and offers practical recommendations for lecturers and curriculum developers seeking to improve students’ learning experiences in EMI classrooms.