Speaker
Description
Abstract:
This study investigates how undergraduate students engage with English Medium Instruction (EMI) and how their language use influences content learning in a Vietnamese university context. Employing a mixed-methods design, the study combines survey data from 72 EMI students with interviews from 15 students and 3 lecturers, along with classroom observations. The findings reveal varying levels of behavioral, emotional, and cognitive engagement, closely related to students’ English proficiency and classroom language practices. Although English is the official medium of instruction, many students rely on their first language to support understanding, particularly during peer discussions and independent study. Translanguaging emerged as a common and effective strategy that enables students to access content and collaborate more confidently. However, strict English-only policies in some EMI settings may limit student participation and learning. This study offers practical recommendations for TESOL educators, EMI lecturers, and curriculum designers, including language-aware pedagogy, scaffolded content delivery, and flexible multilingual strategies that promote more inclusive and effective learning environments in EMI classrooms.
Keywords:
English Medium Instruction, student engagement, translanguaging, language use, mixed-methods research, multilingual pedagogy
Biography
My name is Đỗ Quốc Khánh, and I am a Lecturer at Nguyễn Tất Thành University. Over the course of my career, I have developed and coordinated experimental English courses, designed innovative curricula, and managed a variety of teaching and learning activities. In addition, I have compiled and co-compiled some English language textbooks published by Oxford University Press and Vietnam Educational Publishing House, which demonstrates my ongoing commitment to improving language education. Currently, I am pursuing a doctorate in TESOL with a research focus on English-Medium Instruction in higher education. Through attending this conference, I intend to employ rigorous research methods, address any challenges that arise, and aim to generate insights that will advance EMI practices in tertiary settings.
