Investigating Students’ Perceptions Of Technology-Enhanced EMI Classroom

Abstract

The technological advancements in recent years coupled with the increase in government initiatives towards adopting English as a Medium of Instruction (EMI) in classrooms have necessitated the need to investigate technology interventions designed to assist learners in EMI higher education. This study implements action research with a qualitative exploratory design, using open-ended surveys, face-to-face interviews, and reflective papers to investigate the perceptions of EMI students on the introduction of mobility, which is learning at their own pace at different times outside the classroom, via technology to assist them in overcoming their challenges in an EMI context. The analysis revealed that the students found the support provided through the use of technology to be effective on a day-to-day basis due to the level of affection management, self-efficacy, fun, quick revision of concepts, new idea-generation, interactivity, and autonomy achieved. Implications of introducing mobility are suggested for policymakers and lecturers around the world in the EMI context.