Variables affecting English-medium instruction students’ achievement: Results of a multiple regression analysis

Abstract

English-medium instruction (EMI) is being used more widely for teaching content subjects at universities in non-English-speaking countries. This study examined the effects of gender, prior education, socioeconomic status (SES), English proficiency, and study load on EMI students' academic achievement at a state university in Indonesia. The data of 201 EMI students were obtained from the Office of Academic Affairs. Independent-samples t-tests, correlation analysis, and multiple regression revealed that female students outperformed their male counterparts based on the overall grade point average. The students’ secondary education major, English proficiency, number of semesters, and number of courses were correlated with and predicted their academic achievement. Some suggestions and implications for policy makers and future research are also presented.