How Gender, Prior Education, Socioeconomic Status, English Proficiency, and Study Load Affect EMI Students' Achievement

• In Event: Exploring the Possibilities of Bilingual Education: Language Practices, Learning Interests, and Experiences of Adult Learners

Abstract

English-medium instruction (EMI) is a growing practice in teaching content subjects at universities in non-English speaking countries. This paper examines the effects of gender, prior education, socioeconomic status (SES), English proficiency, and study load on EMI students' achievement at a state university in Indonesia. Data of 201 EMI students were obtained from the office of academic affairs. By using independent samples T-test, correlations, and multiple regressions it is revealed that the female students outperform their male counterpart in academic achievement measured by overall GPA. The students’ secondary education major, English proficiency, number of semesters, and number of courses are correlated with and predict their academic achievement. Some suggestions and implications for policy makers and further studies are also presented.

Authors

• Syariful Muttaqin, National Sun Yat-sen University, Taiwan

• Hsueh-Hua Chuang, National Sun Yat-Sen University