Theoretical framework for the empirical analysis of English medium instruction competence outcomes

Abstract

The rapid growth of English medium instruction (EMI) has prompted a considerable increase in empirical research focusing on learning outcomes in different educational environments. However, much of this research lacks a well-established theoretical framework, making it challenging to understand the practical implications of EMI education. This gap in understanding could impede evidence-based decision-making regarding the expansion of EMI at governmental, institutional, and individual levels. To address this issue, the present study proposes a comprehensive theoretical framework that elucidates the factors influencing a range of outcomes experienced by EMI students before, during, and after completing their programs, while considering the potential benefits and costs. Adopting a multidisciplinary approach, this framework aims to provide valuable insights for stakeholders in the EMI landscape, focusing on the diverse outcomes expected from EMI programs attributed to a total skill stock comprising cognitive skills (e.g., reasoning and content knowledge) and non-cognitive skills (e.g., self-efficacy and motivation). The framework's practical utility in the development of a more rigorous strategy aimed at identifying and examining the causal effects of EMI education is also discussed.

Keywords

• English medium instruction (EMI)
• English proficiency
• Theoretical framework
• (non)-cognitive skills
• Academic achievement
• Career prospects