Internationalisation of higher education (HE) has led to an extensive implementation of English medium instruction (EMI) in Nordic higher education. This study explores students' attitudes towards EMI in the Norwegian study context. A total of 346 students within the fields of law, philosophy, and natural science responded to a questionnaire and evaluated statements concerning the language use in the educational context. Indexes measuring confidence in English skills and attitudes towards EMI were constructed and analysed using multiple regression. Natural science students and students with high confidence had significantly more positive attitudes towards EMI than students who were less confident in their English skills. Furthermore, confidence correlated positively with students' plans to study abroad, which could suggest that confidence in English is a predominant factor influencing students' choices of whether or not to go abroad as part of their education.

This study aims to explore gender differences in students' perspectives on language use within higher education (HE), using data from a survey distributed to students at two universities in Norway and Finland. Analysing responses concerning language use in HE, I found that most students were positively inclined towards English medium instruction (EMI). However, while there in both countries were only small differences in attitudes towards EMI between male and female students, in Finland, female students were less confident in their English skills than male students were. Furthermore, female students in both countries reported more difficulties in coping with English in their day-to-day studies, as compared to male students. This article demonstrates the advantages of applying a multidimensional perspective when analysing gendered attitudes in HE. Further, the present study highlights some of the practical challenges that HE institutions should acknowledge in order to implement language policies that meet stud ents' needs.