Abstract
There has been an extensive debate about the efficacy of English as a medium of instruction (EMI) in higher education programs due to the shortage of linguistically qualified teachers, the absence of pre-determined outcomes of the expected English language proficiency, the limited number of both organizational and pedagogical guidelines for the application of EMI and the need for both pre-service and in-service teacher education programs training teachers. The present study aimed to find out the perceptions of faculty members and students regarding the effects of EMI on the acquisition of language skills and academic content within the Turkish context. The findings of this study provide suggestions for enhancing teaching and learning academic content by reflecting on faculty members’ and students’ current practices and experiences of EMI.
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