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Many English as a foreign language universities have increased the number of English-medium instruction (EMI) courses regardless of their students’ preparedness for them. As a result, previous studies have reflected the necessity of additional language assistance to students who have to take EMI courses with limited English proficiency. Drawing upon the results of preliminary needs and syllabus analysis studies, an EMI language support program was developed to help Korean students adapt to foreign professors’ EMI courses by equipping them with necessary English writing, communication, and presentation skills. To evaluate the program, both quantitative and qualitative data were collected via surveys and questionnaires. Evaluation results show that, despite no significant improvement in the target language skills, the overall program was considered helpful to taking foreign professors’ EMI courses. Suggestions were also offered to increase the effectiveness of the program concerning students’ majors and degrees, the timing and number of tutoring sessions, and the program environment. This study suggests the establishment of a language support program as a potential solution to alleviate language and educational inequalities among EMI students.
Chang et al. (Fri,) studied this question.