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English as a medium of instruction (EMI) has gained significant popularity and development over the past decade, especially in higher education, reflecting a larger trend toward globalization. While EMI is becoming a widespread institutional practice, the bulk of research has mainly concerned with its effectiveness for subject content and language proficiency. Those research appeared to have reached a point of saturation, necessitating a new perspective focused on problem-solving. However, previous studies have shown inconsistent findings whether students benefit from taking content-based courses through a language that they are still developing. Researchers should promptly examine the elements that impact efficacy, such as students' inadequate English proficiency and teachers' insufficient pedagogical ability. This study analyse the current situation and major problems of EMI course in colleges and universities. From students' learning adaptations, and teachers' pedagogical proficiency, this study clarifies with a view to providing certain insights for the development of EMI courses in China.
Cheng Zhang (Wed,) studied this question.