Abstract:
Like other developing countries, Sri Lanka too introduced English Medium Instruction
(EMI) at tertiary level undergraduate courses with a view of enhancing the English
proficiency of the students. The assumption behind this introduction was that when the
students were given opportunities for being exposed to plenty of input in a second language
(SL) their language proficiency would develop. Generally, in Sri Lankan universities,
English is taught as a second language. However, in reality, the EMI students do not show
any remarkable achievements in their language proficiency, as expected. However, many of
the EMI students whose language proficiency was weaker at the entry point to the university
seem to continue to struggle, after three to four years of being in the English medium
classes, to cope with the problems associated with the medium of instruction. This study
aimed to find out whether there was any improvement in the language proficiency of the
science undergraduates of a Sri Lankan university by following their courses in EMI. Also,
it aimed at identifying the challenges faced by them in EMI classes. This study was
conducted with a group of undergraduates who were already identified as weaker in their
proficiency in English. The study revealed that the students had several issues concerning
their English language proficiency including issues arising from lack of foundation
knowledge in English from schools which in turn hampered their learning of the content
subjects. Students claimed that they developed only the listening skill as a result of EMI and
that there was no significant improvement of the other skills, namely speaking, reading or
writing. The findings of this study were used to provide additional language support for the
students.
