EFL Students in English-Medium and EAP Courses in Turkey

Meltem Huri Baturay, Ahmet Erdost Yastibaş


The present study aimed to determine university students’ perceptions regarding EM and EAP courses and how they studied EM and EAP courses and their exams. It was designed as a qualitative study. Eight students participated in the study. The data were collected through semi-structured interviews and analysed by content analysis method. The findings of the study indicated that the students who perform well in EM and EAP courses and who perform well in EM courses but have difficulty in EAP courses are motivated to receive EM courses and have positive attitudes toward EM courses. Yet, the students who perform well in EM and EAP courses are more motivated to receive EAP courses and have more positive attitudes toward EAP courses. The findings also indicated that the ways the students study EM and EAP courses and for their exams have both similarities and differences. The findings were discussed. The pedagogical implications and limitations of the study were explained, and suggestions for further research were made.


English-medium instruction, English for academic purposes, EFL students, English-medium courses, EAP courses

Full Text:

Download PDF


Al-Kahtany, A. H., Faruk, S. M. G., & Al Zumor, A. W. Q. (2016). English as the medium of instruction in Saudi higher education: Necessity or hegemony? Journal of Language Teaching and Research, 7(1), 49-58. http://dx.doi.org/10.17507/jltr.0701.06

Barrios, E., López-Gutiérrez, A., & Lechuga, C. (2016). Facing challenges in English Medium Instruction through engaging in an innovation project. Procedia - Social and Behavioral Sciences, 228, 209 – 214.

Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2014). Lecturers’ perceptions of English medium instruction at engineering departments of higher education: A study on partial English medium instruction at some state universities in Turkey. Procedia - Social and Behavioral Sciences, 116, 1819 – 1825.

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications, Inc.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California, the United States of America: Sage Publications, Inc.

Dafouz, E. & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67. http://dx.doi.org/10.1016/j.esp.2016.06.001

Du, X., & Jackson, J. (2018). From EFL to EMI: The evolving English learning motivation of Mainland Chinese students in a Hong Kong university. System, 76, 158-169. https://doi.org/10.1016/j.system.2018.05.011

Goodman, B. A. (2019). Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university. Linguistics and Education, 53, 1-8. https://doi.org/10.1016/j.linged.2019.100757

Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English-medium programs in Thailand. International Journal of Educational Research, 66, 35–44. https://doi.org/10.1016/j.ijer.2014.02.001

Huang, D.-F. (2015). Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. Procedia - Social and Behavioral Sciences, 173, 71 – 78.

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

Macaro, E. & Akincioglu, M. (2017). Turkish university students’ perceptions about English medium instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 38(3), 1-15. http://dx.doi.org/10.1080/01434632.2017.1367398

Margic, B. D. & Vodopija-Krstanovic, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35, 31-41. https://doi.org/10.1016/j.jeap.2018.06.005

Mengxia Kong, M., & Wei, R. (2019). EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables. Linguistics and Education, 52, 44–51. https://doi.org/10.1016/j.linged.2019.03.005

Pritasari, A., Reinaldo, H., & Watson, C. W. (2019). English-medium instruction in Asian business schools: A case study. Journal of Multilingual and Multicultural Development, 40(1), 1-13. https://doi.org/10.1080/01434632.2018.1458855

Querol-Julián, M., & Camiciottoli, B. C. (2019). The impact of online technologies and English medium instruction on university lectures in international learning contexts: A systematic review. ESP Today, 7(1), 2-23. https://doi.org/10.18485/esptoday.2019.7.1.1

Rivero-Menéndez, M. J., Urquía-Grande, E., López-Sánchez, P., & Camacho-Minano, M. M. (2018). Motivation and learning strategies in accounting: Are there differences in English as a medium of instruction (EMI) versus non-EMI students? Revista de Contabilidad – Spanish Accounting Review, 21(2), 128–139. https://doi.org/10.1016/j.rcsar.2017.04.002

Suliman, W. A., & Tadros, A. (2011). Nursing students coping with English as a foreign language medium of instruction. Nurse Education Today, 31, 402–407. https://doi.org/10.1016/j.nedt.2010.07.014

Tatzl, D. (2011). English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10, 252–270.

Thomas, N. (2019). English language and medium of instruction in basic education in low- and middle-income countries: A British Council perspective, John Simpson. British Council Position Paper on EMI. British Council, London (2017). System, 82, 182-184. https://doi.org/10.1016/j.system.2019.02.005

Tuomainen, S. (2018). Supporting non- native university lecturers with EMI. Journal of Applied Research in Higher Education, 10(3), 230-242. https://doi.org/10.1108/JARHE-03-2017-0022

Wang, Y., Yu, S., & Shao, Y. (2018). The experiences of Chinese mainland students with English-medium instruction in a Macau University. Educational Studies, 44(3), 357-360. http://dx.doi.org/10.1080/03055698.2017.1373635

Wanphet, P. & Tantawy, N. (2018). Effectiveness of the policy of English as a medium of instruction: Perspectives and outcomes from the instructors and students of university science courses at a university in the UAE. Educational Research for Policy and Practice, 17, 145-172.

Yang, M., O’Sullivan, P. S., Irby, D. M., Chen, Z., Lin, C., & Lin, C. (2019). Challenges and adaptations in implementing an English-medium medical program: A case study in China. BMC Medical Education, 19(15), 1-8. https://doi.org/10.1186/s12909-018-1452-3

Yıldırım, A., Şimsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). The United States of America: SAGE Publications, Inc.

Zhang, H. (2017). What makes an effective English-medium course in China? Experiences and perspectives of international undergraduates. RELC Journal, 49(4), 1-16.

DOI: http://dx.doi.org/10.21093/ijeltal.v6i1.883


  • There are currently no refbacks.

Creative Commons License
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Abstracting and Indexing



Contact Us: IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics;

Address: Faculty of Teacher Training and Education, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Jl. H.A.M. Rifadin, Samarinda, Kalimantan Timur, Indonesia. Email: ijeltalj@gmail.com