Exploring Students’ and Lecturers’ Perceptions of and Challenges in Using English as a Medium of Instruction in a South African University

This study explores the perceptions and challenges in using English as a medium of instruction (EMI) at a Gauteng university in South Africa, from the perspectives of both students and lecturers. This study adopts a qualitative research approach and utilizes semi-structured interviews to gather detailed insights into how EMI affects academic engagement and communication in a South African academic environment, with implications for similar contexts globally. Data were collected from a purposive sample of university students and lecturers, allowing for elaborate accounts of their experiences with EMI. The findings reveal that while both groups generally acknowledge the importance of EMI for academic and professional success, students face challenges in expressing themselves fluently in English, especially in informal social settings. Lecturers noted that these language barriers often hinder student participation and comprehension. Additionally, non-language-related challenges, such as financial stress, health issues, and social adjustment difficulties, emerged as key factors influencing students’ overall university experience. The study suggests that while EMI is perceived as essential for future career prospects, there is a need for more contextualized language support and holistic student services to address both linguistic and non-linguistic challenges. These positive perceptions can be interpreted as reflecting the broader cultural prestige of English and its perceived role in enabling academic and professional advancement. However, the challenges reported by participants highlight underlying structural tensions, including insufficient institutional support and disparities in language proficiency. Recommendations include providing targeted language development programs, enhancing social language use through peer interactions, and offering comprehensive support to help students adjust to university life. Future research should explore the broader impact of these challenges on long-term academic and career outcomes.