Partial EMI Nursing Program: Insights From Students and Teachers in Thailand

Abstract

The adoption of English as a medium of instruction (EMI) in Thailand is not without difficulties. In this study, the needs and challenges of nursing students and teachers were explored qualitatively in a program where courses are allowed to be taught fully in English, fully in Thai or both in Thai and English. Focus group interviews for students were conducted, while semi-structured interviews were employed for teachers to gain in-depth knowledge about the topic at hand. Insights from students revealed the importance of English toward their career goals, their needs and challenges related to EMI (i.e., bilingual support system, clarification of technical terms, code-switching instruction), and their coping strategies when the lesson is challenging to comprehend. On the other hand, teachers confirmed the students’ language proficiency problems. In addition, they also reflected on their challenges in teaching the content subject in English, for example, the lack of time to prepare teaching materials in English. Teaching techniques were also elicited to respond to the learning challenges experienced by the students. Finally, practical implications were discussed to support students and teachers of EMI programs.

One decade of “English as a medium of instruction” (EMI) in healthcare education

“…Al Zumor ( 25 ) explored the specific hurdles faced in scientific disciplines in Saudi Arabia, shedding light on student perceptions related to understanding lectures, communication, and pedagogical efficacy. Echoing this, Pomat et al ( 26 ) explored the complex needs and obstacles encountered by nursing students and educators in Thailand, where instruction occurs in English, Thai, or a combination of both. Yang et al ( 27 ) further expanded this discourse by examining the adaptive strategies employed by teachers and students within a Chinese EMI medical education context to overcome similar issues.…”

“…Yang et al ( 27 ) further expanded this discourse by examining the adaptive strategies employed by teachers and students within a Chinese EMI medical education context to overcome similar issues. Although Al Zumor ( 25 ) and Pomat et al ( 26 ) emphasize the considerable challenges, such as student anxiety and insufficient teaching resources, Yang et al ( 27 ) provide a counterbalance, suggesting that strategic adaptations and resource enhancement can effectively address these concerns.…”

“…However, the preference for native language instruction, as found by Al-Zubi et al ( 20 ) and Saha et al ( 21 ), indicates the need for a balanced approach that considers linguistic barriers and resource limitations. Challenges highlighted by Al Zumor ( 25 ) and Pomat et al ( 26 ) emphasize the anxiety and resource inadequacies faced by students and faculty, while Yang et al ( 27 ) propose adaptive strategies as a remedy. Policy and textual analyses by Alhamami and Almelhi ( 28 ) and Law et al ( 29 ) support the benefits of EMI when English proficiency is robust, yet they also caution against the complexities involved in non-English dominant regions, as discussed by Lazer-Pankiv and Pysmenna ( 31 ) and Otomo ( 32 ).…”

“…However, they also pointed out the challenge of inadequate English competency among students, which could hinder the full realization of these benefits. Additionally, Pomat et al ( 26 ) observed that both students and teachers acknowledge the necessity to improve their English skills to fully leverage the advantages of EMI.…”

Specific Anxiety Situations and Coping Strategies in Full English Medium Instruction Engineering Programs

“…Two types of EMI are found in the literature -full and partial. Herein, full EMI pertains to classes where English is the only medium of instruction while partial uses both L1 and L2 forms of instruction [18].…”