VietTESOL International Convention 2026

The increasing implementation of English-Medium Instruction (EMI) in Vietnamese higher education has transformed classroom dynamics and raised concerns regarding the quality of interaction between lecturers and students, as well as among peers. Grounded in sociocultural theory and interactionist perspectives on language learning, this study explores students’ perceptions of interaction in EMI specialized classes at a university in Nghe An, Vietnam. Using a quantitative survey design complemented by selected qualitative responses, data were collected from undergraduate students enrolled in EMI courses across different disciplines. The findings reveal that while students generally recognize interaction as essential for enhancing comprehension, engagement, and academic confidence, several challenges remain, including limited English proficiency, anxiety in expressing ideas, and insufficient opportunities for meaningful participation. Students reported greater satisfaction with collaborative activities and supportive teacher feedback, highlighting the importance of interactive pedagogical approaches in EMI contexts. The study contributes empirical evidence on interaction patterns within Vietnamese EMI classrooms and provides practical implications for educators seeking to foster student engagement and improve instructional effectiveness. Participants in this presentation will gain insights into students’ expectations regarding classroom interaction and evidence-based strategies for creating more inclusive and interactive EMI learning environments in higher education.