English as a medium of instruction (EMI) curriculum has become a global focus of education, especially in non-English speaking countries. A comprehensive study led by Dr. Lei Feng, associate professor at Jiotong University in Beijing, along with collaborators Dr. Li He and Dr. Ayinuer Yiganmu, shed light on the determinants of academic achievement in the EMI environment. Their systematic review, published in the Journal of Heliyon, provides valuable insight into this increasingly common approach to education.
The study begins with acknowledging the challenges and opportunities posed by teaching a variety of subjects through English. Feng’s team delved into eight databases and reviewed relevant studies to identify factors that influence students’ academic achievement in the context of EMI.
The key finding of this study is the role of English proficiency. Dr. Feng pointed out: “The results show that general English proficiency is the most important predictor of academic achievement and plays a crucial role in the academic achievement of EMI students. That is, the higher the English proficiency, the greater the academic achievement.” . “This highlights the key need for effective language support systems in the EMI environment.
The study also sheds light on the importance of self-efficacy and self-concept in EMI success. “Self-concept and self-efficacy are important predictors of academic success for students in EMI courses. In short, students with strong self-efficacy beliefs are more likely to succeed in EMI courses.” The discovery emphasizes that EMI educators should focus not only on language proficiency, but also on students’ self-confidence and self-confidence.
In addition, vocabulary knowledge is an important factor. The depth and breadth of students’ vocabulary are closely related to their ability to understand and participate in EMI course content, thus affecting their academic performance.
Contrary to common beliefs, studies have found that academic motivation does not significantly predict academic outcomes in the EMI environment. This suggests that although motivation is important, it may not be as critical as language competence, self-efficacy, and vocabulary knowledge in the context of EMI.
The study highlights the limitations of previous studies that are primarily quantitative and suggests that future studies should adopt a hybrid approach for more comprehensive insights. The discovery of Dr. Feng and his colleagues provides a nuanced understanding of the factors that contribute to academic achievement in the context of EMI, providing valuable guidance for educators, managers and policy makers to design effective EMI programs.
In summary, this outstanding study gains an in-depth understanding of the determinants of academic success in the EMI environment, emphasizing the importance of English proficiency, self-efficacy, and vocabulary knowledge. These insights are invaluable for anyone involved in EMI education, from teachers and students to education administrators.
Journal Reference
Lei Feng, Li He, Ayinuer Yiganmu. “The determinant of student academic success in English is the Medium of Teaching (EMI) Curriculum: Systematic Evaluation.” Heliyon 9 (2023). doi:
