EMI Lecturers' Beliefs on Teacher Collaboration between Content and Language Lecturers

Background. English-medium instruction (EMI) programs in Vietnamese higher education have expanded rapidly, creating urgent needs for collaboration between content and language lecturers to ensure quality instruction. Understanding content lecturers’ views on the collaboration between content and language lecturers, one of the factors influencing on the successful of such collaboration, remains underexplored. This study investigates EMI lecturers' beliefs about content-language teacher collaboration and facilitating factors in Vietnamese medical university settings. Methods. The study employed the explanatory sequential mixed methods design. Data were collected from 76 Vietnamese EMI lecturers through questionnaires and interviews with three content lecturers. Quantitative data were analyzed using SPSS 26.0, while qualitative data underwent thematic analysis. Results. EMI lecturers strongly believe in the benefits of teacher collaboration. However, they also identify many obstacles hindering implementation and highlight institutional support. The preferred teacher collaboration form, according to EMI lecturers’ beliefs, is characterized by flexibility in scheduling, mutual support for personal development, and constructive feedback exchange while maintaining individual autonomy and final decision-making authority. Conclusion. EMI lecturers demonstrate positive attitudes toward content-language teacher collaboration. Successful teacher collaboration requires institutional support, flexible scheduling arrangements, clear guidance and policies, and a gradual implementation process.