Reflective Integration of English in Postgraduate Electrical Engineering Core Courses

In recent decades, the trend of adopting English as the language of instruction in higher education has intensified, driven by the increasing internationalization and commercialization of university programs. This study evaluates the efficacy of the English Medium Instruction (EMI) strategy implemented in a postgraduate degree course at Wuhan University. The course integrates theoretical discussions, extensive literature reviews, and active learning techniques, including practical experiments and simulations, to enhance technical skills and English proficiency. Feedback gathered from structured questionnaires reveals high levels of student satisfaction and improved professional capabilities, emphasizing the benefits of EMI in global professional contexts. Nonetheless, the study identifies a critical requirement for adaptive teaching methods to effectively address the challenges of conveying complex technical content in a non-native language. The results support a balanced approach to EMI, essential for promoting academic success and global competence.