Implementing English-medium Instruction (EMI) in Thailand: University Students’ Perspectives
Keywords:English academic skills, English proficiency, Medium of instruction
This study aims to explore the perceptions of higher education students concerning English as a medium of instruction for teaching international programs at one of the public universities in Thailand. A total of 128 students were selected from six programs participated in the current study using a stratified random technique. They completed a self-assessment questionnaire about their experiences on their English academic skills as the impacts of EMI courses. A survey method was employed using descriptive and inferential statistics to analyze the quantitative data generated. The descriptive results indicated that students possessed the highest proficiency in reading skills (mean score = 3.30). This is followed by writing skills (mean score = 2.77) and interactional skills (mean score = 2.72). Moreover, one-way ANOVA showed a significant difference in reading and writing skills. Finally, the three English academic skills showed significant inter-correlations.
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