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Article In: Journal of English-Medium Instruction: Online-First Articles

Beyond English proficiency

Self-related factors in EMI academic success for local and international students in South Korea

ORCiD logo with link | Inha University
ORCiD logo with link | The Chinese University of Hong Kong
ORCiD logo with link | Tohoku University
ORCiD logo with link | Rikkyo University
This content is being prepared for publication; it may be subject to changes.
Abstract
English-medium instruction (EMI) has expanded rapidly across Asian universities pursuing internationalisation. While research acknowledges the importance of English proficiency and self-related factors like self-efficacy and self-regulated learning for EMI academic success, few studies examine how these factors vary across disciplinary fields and nationality groups, or how they interrelate to predict performance. This study investigates whether predictive factors differ between business and STEM (science, technology, engineering and mathematics) students, and between local Korean and international students, while examining their interrelationships in predicting EMI academic success. Data from 274 undergraduates at two South Korean EMI institutions revealed substantial disparities: international students demonstrated significantly higher English proficiency, self-efficacy, and self-regulated learning than Korean students, while business students reported higher levels of self-efficacy and self-regulated learning than STEM peers. Structural equation modelling showed self-efficacy directly predicted academic success, whereas English proficiency operated only indirectly through self-efficacy mediation. These findings underscore the necessity of recognising diverse student differences. Results suggest differentiated support programmes are needed to address the distinct needs of local versus international students, alongside discipline-specific language and motivational interventions tailored for STEM and business students in EMI higher education contexts.
Article outline
  • Introduction
  • Literature review
    • Conceptualising success in EMI
    • EMI success: Nationality and discipline
    • Self-efficacy and EMI success
    • Self-regulated learning and EMI success
    • Summary: Rationale and research questions
  • Methods
    • Context and participants
    • Data collection instruments and procedures
    • Data analysis
  • Results
    • Comparisons between STEM and business majors
    • Comparisons between local and international students
    • Relationships between L2 proficiency, EMI self-efficacy, SRL strategy use, and EMI academic success
  • Discussion
    • Differences between business and STEM majors
    • Differences between local and international students
    • Relationship between L2 proficiency, self-efficacy, SRL, and EMI academic success
  • Conclusion: Implications and limitations
  • Ethical clearance
  • Author queries
  • References
References (50)
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