As universities across Indonesia expand English-Medium Instruction (EMI) programs to prepare graduates for an increasingly global world, a new study suggests that students are enthusiastic about learning through English, but they also need stronger academic language support to succeed.

Researchers from Universitas Pendidikan Indonesia and Bina Nusantara University explored how Indonesian university students perceive EMI, where English is used as the language of instruction for subjects such as business, law, computer science, and pharmacy. Surveying 136 students from five universities and conducting interviews with students and lecturers, the study provides valuable insights into what motivates students to enroll in EMI programs and the challenges they encounter along the way.

The findings reveal that students see EMI as an investment in their future. Every participant agreed that studying through English could improve their employment opportunities, while almost all believed it would strengthen their English proficiency. Many also viewed EMI as a pathway to studying abroad and gaining access to internationally recognized universities and careers.

“Students clearly recognize the value of English in today’s interconnected world,” the researchers note. Rather than seeing EMI simply as another teaching method, many participants viewed it as a way to develop the skills needed to compete in an increasingly international job market.

The study also examined what students expect from lecturers who teach EMI courses. Unsurprisingly, respondents wanted instructors with strong English proficiency and effective teaching skills. More than 90 percent also believed lecturers should receive formal training or certification in EMI teaching, reflecting students’ expectations that teaching in English requires specialized expertise beyond language ability alone.

Interestingly, the research uncovered a more nuanced picture of language use inside the classroom. While many students agreed that English should be the primary language of instruction, they also overwhelmingly supported the use of other languages when needed. In practice, students reported speaking Indonesian or other local languages with classmates far more often than English, even though lectures, learning materials, and examinations were largely delivered in English.

These findings reflect Indonesia’s multilingual reality. Rather than treating English and Indonesian as competing languages, the researchers argue that universities should recognize the value of flexible, multilingual communication that helps students understand complex concepts while continuing to develop their English proficiency.

Perhaps the study’s most important finding concerns student support. Although all participating universities required students to demonstrate English proficiency before entering EMI programs, the level of ongoing support varied considerably. Some universities offered preparatory English courses, academic writing classes, and language support integrated into the curriculum. Others relied mainly on minimum TOEFL or IELTS scores, providing little additional assistance after students enrolled.

Students who had access to structured language support described these programs as valuable for developing essential academic skills, including essay writing, summarizing, referencing, presentations, and critical reading. However, students at institutions with fewer support services expressed a need for discipline-specific English that would help them navigate the language of their own fields of study.

The research highlights an important message for universities seeking to internationalize their programs. Introducing English as the language of instruction is only one part of the equation. To ensure student success, institutions must also provide sustained language support, well-prepared lecturers, and learning environments that acknowledge Indonesia’s multilingual context.

As English-medium education continues to grow across higher education, studies like this can help universities design EMI programs that not only expand global opportunities but also give students the support they need to thrive.

Read the full research paper here: https://www.researchgate.net/publication/398903980_University_students’_attitudes_towards_English_Medium_Instruction_and_academic_language_support_A_view_from_Indonesia

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