Challenges and coping strategies in EMI classrooms: A case study from Pakistan

Today, English has achieved the rank of lingua franca. It is used in a variety of socio-economic situations, including tourism and travel, business and commerce, entertainment and communication, and teaching and learning. As a result, English has become the medium of education in many nations across the world. This shift has generated a discussion around English as a Medium of Instruction (EMI) to understand how students with different linguistic backgrounds experience studying in an EMI context. Taking Pakistan as a case, this study explored the challenges of undergraduates in an EMI classroom at a university level. Data were generated through semi-structured interviews with male and female students (n=14) and classroom observations. The results showed that participants faced difficulties in articulating ideas in an organised way, finding appropriate vocabulary and meeting grammar standards. The coping mechanisms include utilising digital resources, depending on the grammar translation method, doing intensive reading and benefiting from relevant support mechanisms at the university. These findings have significant implications for policy and practice for the context where EMI has been receiving increasing attention. The findings also provide a substantial contribution to the literature on EMI from a developing context – the contexts that are struggling to produce market relevant graduates for their growth and development.