Abstract
Internationalisation of higher education (HE) has led to an extensive implementation of English medium instruction (EMI) in Nordic higher education. This study explores students´ attitudes towards EMI in the Norwegian study context. A total of 346 students within the fields of law, philosophy, and natural science responded to a questionnaire and evaluated statements concerning the language use in the educational context. Indexes measuring confidence in English skills and attitudes towards EMI were constructed and analysed using multiple regression. Natural science students and students with high confidence had significantly more positive attitudes towards EMI than students who were less confident in their English skills. Furthermore, confidence correlated positively with students’ plans to study abroad, which could suggest that confidence in English is a predominant factor influencing students’ choices of whether or not to go abroad as part of their education.
Highlights
Higher education (HE) institutions have sought to adapt the educational systems to the demands of internationalisation
These results show that natural science students and philosophy students report the majority of their syllabus to be in English, whereas law students report Norwegian to be the predominant language
The present study contributes to research concerning students’ perspectives on the role of language in higher education by offering comprehensive index measurements of confidence in English skills and attitudes towards English medium instruction (EMI), and by analysing these attitudes using a large set of survey data from students within three different fields of study
Summary
Higher education (HE) institutions have sought to adapt the educational systems to the demands of internationalisation. One of the predominant strategies behind these internationalisation efforts has been to implement EMI, which refers to English-taught programmes where language learning in itself is not an aim (Ljosland 2010). It covers the implementation of English in lectures and syllabi, to adjust to, and prepare students for, an increasingly globalised society in general, as well as the educational system and work life, . The introduction of EMI, is in this respect viewed as a tool for increased internationalisation. The increase in EMI programmes in the Nordic region can be explained as a result of disciplinary, institutional and politically motivated changes
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