Performance and challenges in using English as a medium of instruction in a multilingual classroom: Basis for an action plan

This study explored the performance and challenges encountered by students and teachers in using English as a Medium of Instruction (EMI) within a multilingual classroom setting at the University of Perpetual Help System DALTA. Using a descriptive quantitative research design, this study gathered data through a validated survey questionnaire distributed via Google Forms to almost 300 students and 20 faculty members. The research aimed to determine the respondents’ demographic profiles, assess their perceived performance and challenges in EMI, and identify whether significant differences existed across demographic groups. Statistical tools such as frequency, percentage, mean, t-test, and one-way ANOVA were used for data analysis. Findings revealed that while both students and teachers rated EMI as generally effective, teachers consistently provided higher ratings across all domains. Teachers perceived EMI as very effective in delivering course content, achieving learning objectives, and applying appropriate teaching strategies. In contrast, students indicated only moderate effectiveness, especially in the area of engagement, where lack of confidence and language-related barriers limited active participation. The study concluded that although EMI is functioning adequately, it does not fully meet the needs of all learners, particularly those with limited English proficiency. The perception gap between students and teachers highlights the need for institutional efforts to bridge this divide. Recommendations include enhancing student support services for English language proficiency, promoting multilingual pedagogy in faculty development, incorporating inclusive and interactive teaching methods, and creating language-accessible instructional materials.