ENGLISH MEDIUM INSTRUCTION (EMI) IN NON-ENGLISH-SPEAKING COUNTRIES: PEOPLE, LANGUAGE, CULTURE AND LEARNING – LINGUISTIC, CULTURAL, AND PEDAGOGICAL COMPLEXITIES

Abstract

This study investigates the impact of Digital Learning (DL) platforms on education outcomes in remote and underprivileged areas, aiming to enhance opportunities and address augmented challenges. Through quantitative and qualitative research among rural teachers and students, the study evaluates the benefits of Information and Communication Technology (ICT)-supported platforms. Findings show that DL platforms provide quality education regardless of geographical location or economic background, offering lessons in game, video, and quiz formats. However, barriers include poor internet connectivity, inadequate infrastructure, low technological literacy, and social-cultural factors. The study recommends comprehensive language support systems, culturally sensitive curriculum design, teacher training programs focused on English Medium Instruction (EMI) pedagogies, technology integration, and collaborative teaching approaches. Implications for policy and practice include informing language policy and planning, enhancing teacher education and training, developing culturally responsive curriculum, promoting effective instructional strategies, and fostering international collaborations. Despite limitations in geographical scope and sample size, this research contributes to the understanding of DL platforms' effectiveness. Future studies should investigate EMI models and frameworks, examine language assessment and proficiency, and analyze cultural identity and language power dynamics. Ultimately, this research underscores the potential of DL platforms in extending access to education, emphasizing the need for targeted interventions to address technological, cultural, and instructional obstacles.

Keywords: English Medium Instruction, language proficiency, pedagogy, teacher training, curriculum design, digital learning, cultural identity, educational technology, studentengagement, globaleducation