This study examines perceptions of professors and students on EMI policies at three Korean universities. Results show that the majorities of the professors and students were involved in EMI due to their university's policy and that they felt lower satisfaction and less interaction than in classes of Korean-medium instruction.
This study examines the comparative attitudes of students and professors towards English-medium instruction (EMI) policies at Korean science and engineering schools, the main facilitators of EMI and the internationalization of higher education among Korean universities. Questionnaire surveys were done among 523 students and 37 professors of three leading science and engineering schools, and supplementary interviews were conducted with nine professors. Results of the analysis show that most of the professors and the students were involved in EMI due to their university's policy and that they felt lower satisfaction in EMI classes than in Korean-medium classes. More students than professors were unconvinced of the effects of EMI on their English ability. Notably, despite the inadequacy of their English ability, many students were not enthusiastic about enhancing English language education. Both groups also believed that EMI should continue. Given these seemingly contradictory attitudes, the study proposes content and language integrated learning to explicitly promote language instruction as well as EMI-related training for content professors at non-English-speaking higher education institutions.
