Lecturers’ Perspectives on English Medium Instruction (EMI): Implications for Professional Development

Abstract

Purpose: Turkish universities have increasingly embraced English Medium Instruction (EMI) as a teaching approach, which is a part of a global push to internationalize higher education. This present study examines the perspectives of 30 EMI lecturers working at universities in Turkey, emphasizing the role of EMI in the internationalization of higher education. The study aims to explore how these lecturers perceive EMI and how they engage with it, identifying both commonalities in their perspectives and the challenges they encounter. Methodology: In this qualitative case study, purposive sampling was used to select the EMI lecturers from universities in Turkey. Data collection was conducted through semi-structured interviews, allowing for in-depth exploration of lecturers' perspectives and their insights. Content analysis, focusing on the complexities and nuances of EMI implementation, was used to systematically examine and interpret the themes emerging from the interviews. Findings: The study identifies the key benefits of EMI as the increasing access to scientific knowledge, improved career prospects, and enhanced English proficiency. However, EMI also brings significant challenges, such as the difficulty of instruction in a foreign language, additional time requirements compared to Turkish Medium instruction (TMI), and issues related to terminology and cultural integration. These challenges underscore the need for targeted professional development to fully incorporate EMI's potential in improving higher education. Highlights: EMI increases access to global scholarly resources and encourages the development of English proficiency in accordance with international academic standards. It promotes global competitiveness among graduates, providing significant career and academic opportunities. Challenges include linguistic barriers in teaching and learning and intensive preparation time. The study advocates for specific professional development programs to effectively address the pedagogical and linguistic challenges of EMI. Future implications are discussed, and suggestions are offered to help with implementation.