Challenges and Pedagogical Readiness for EMI: Evidence From a Vietnamese University

Author Information

Thi-Thu-Trang Pham, Vietnam National University of Agriculture, Vietnam
Thi-Nhien Nguyen, Vietnam National University of Agriculture, Vietnam
Hoang-Nam Tran, Tokushima University, Japan

Abstract

This study investigates the challenges university lecturers face and their readiness to teach major subjects in English under English-Medium Instruction (EMI) frameworks at a public university in Vietnam. Using survey data from university lecturers, we examined six domains: student challenges, lecturer capacity, curriculum, teaching materials, assessment, and academic support through descriptive statistics and reliability analysis. We then explored correlations between lecturer characteristics such as qualifications, English proficiency, teaching experience and their perceptions across these domains. While no strong associations were found for sex or experience, higher qualifications were linked to more critical self-ratings in preparedness and assessment practices. The study also captured strong consensus on institutional recommendations, including training needs, academic exchange, and policy incentives. Findings underscore the importance of structured pedagogical support over assumptions based on seniority or EMI exposure.

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