Linguistic challenges in English-medium instruction: a comparative study of electronics engineering and international relations

Abstract This quantitative study examined the linguistic challenges experienced by participants in English Medium Instruction (EMI) programmes by comparing two academic programmes (i.e., electronics engineering and international relations) at seven public universities in Turkey, representing seven regions. EMI challenges scale and English language test scores were used as the main sources of data. Simple linear regression analysis was conducted to investigate the effect of proficiency on the four language skills in the two academic programmes. In both programmes, our results revealed that general English proficiency significantly predicted the ease of study in the four English language skills. This study also examined the extent to which students’ ease of study in the four different skills changed according to English proficiency level in two academic programmes. Findings revealed that, in electronics engineering, participants with a proficiency level of C1 experienced significantly fewer challenges when studying through EMI. However, in international relations, no such threshold emerged. Implications for stakeholders (students, lecturers, and administrators) in each academic programme are provided.