Insights into English as a foreign language students’ engagement in English medium instruction classes

Tóm tắt

English medium instruction (EMI) has gained significance in English language education; however, research on English as a foreign language (EFL) students’ engagement in EMI classes in different contexts, such as Vietnam, has not been extensively explored. This study aims to investigate EFL students’ engagement in EMI classes. One hundred and eighty students from various majors were sampled from a higher education institution in Ho Chi Minh city, Vietnam. A quantitative approach was employed, utilising a closed-ended questionnaire for data collection. Data were analysed using SPSS software for descriptive and inferential statistics. The findings demonstrated that EFL students exhibited a high level of engagement in EMI classes across three aspects: behavioural, cognitive, and
emotional engagement; however, students showed their cognitive engagement at the highest level, followed by emotional and behavioural engagement. Notably, the study revealed a significant difference in EFL students’ engagement in EMI between hard sciences and soft sciences. This study suggests several pedagogical implications for enhancing student engagement in EMI classes at the context of higher education institutions in Vietnam and other similar ones.