The Benefits, Challenges and Prospects of EMI in Croatia: An Integrated Perspective

Implementing EMI in Chinese music classes: Students’ perceived benefits and challenges

“…Additionally, some of the participants highlighted the crucial functions of EMI in expanding students’ English vocabulary, improving students’ academic knowledge, and activating students. These outcomes are consistent with those of some previous investigations ( Goodman, 2014 ; Phuong and Nguyen, 2019 ; Drljaca and Vodopija-Krstanovic, 2020 ).…”

“…Additionally, some of the participants highlighted the crucial functions of EMI in expanding students' English vocabulary, improving students' academic knowledge, and activating students. These outcomes are consistent with those of some previous investigations (Goodman, 2014;Phuong and Nguyen, 2019;Drljaca and Vodopija-Krstanovic, 2020). Likewise, as the findings of the thematic analysis demonstrated, the challenges of employing English in Chinese music classes can also be divided into six distinct themes: more difficulty in comprehending course content, limited interactions between teachers and students, higher turnover intention among students, limited interactions among students, low classroom engagement, and low academic confidence.…”

“…As noted by Nguyen et al (2017) , implementing EMI in educational environments may entail some important challenges and opportunities for both teachers and students, which need to be discovered. In this respect, several researchers have explored the problems and benefits of implementing EMI in different academic contexts, notably higher education contexts (e.g., Goodman, 2014 ; Hu, 2019 ; Phuong and Nguyen, 2019 ; Yang et al, 2019 ; Aizawa and McKinley, 2020 ; Drljaca and Vodopija-Krstanovic, 2020 ; Pun and Thomas, 2020 ; Toh, 2020 ; Derakhshan et al, 2021 ; Kamaşak et al, 2021 ; Pun and Jin, 2021 ; Soruç et al, 2021 ; Ter-Vardanyan, 2021 ; Zare and Derakhshan, 2021 ; Jones et al, 2022 ; Zhou et al, 2022 , among others). As to the challenges of EMI classes, Yang et al (2019) , for instance, examined the challenges of implementing EMI in medical courses in China.…”

The Englishization of Higher Education in Europe

“…As for EMI, only 3% of study programmes are taught in English. Out of 56 programmes in English, the majority are offered at six public universities, particularly at the University of Zagreb ( 28), where the first EMI programme, in medical sciences, was launched in 2003, followed by the University of Rijeka (UNIRI) (6), the University of Split ( 6), the University of Pula ( 2), the University of Osijek (1), and the University of Zadar ( 1) (Drljača Margić & Vodopija-Krstanović, 2020). Although EMI constitutes an important strategic aim, there is no national or university policy or action plan regarding EMI, nor is there an explicit language policy on language requirements, support, and use.…”