VIETTESOL INTERNATIONAL CONVENTION 2025

This study explores the academic, linguistic, cultural, and social challenges faced by international medical students enrolled in an English-Medium Instruction (EMI) program in Vietnam, as well as the strategies they employed to adapt and succeed. Fourteen students participated in semi-structured interviews, providing qualitative insights into their lived experiences. Findings revealed that participants encountered considerable academic difficulties, including the complexity of medical terminology, fast-paced lecture delivery, and teaching methods that were unfamiliar compared to their home countries’ education systems. Language barriers not only hindered academic comprehension but also affected classroom participation and social integration. Cultural challenges, such as adjusting to indirect communication styles and hierarchical classroom dynamics, further complicated their adaptation process. Nevertheless, students demonstrated resilience through coping mechanisms such as self-directed learning, peer collaboration, time management, and engagement with institutional resources. Notably, they reported significant personal growth, including increased independence and intercultural competence. However, the study also identified gaps in institutional support, particularly in terms of faculty members’ limited intercultural teaching skills and responsiveness to international students’ needs. Recommendations included the development of tailored language support programs, culturally responsive pedagogy, peer mentorship initiatives, and accessible mental health services. By focusing on the Vietnamese context, this research contributes to the understanding of EMI experiences in the Global South and offers practical implications for enhancing international medical education in non-Western settings.