English medium undergraduate classes: are they useful for students’ language development?

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.