A Systematic Review of Student Success in English-Medium Instruction in Higher Education

Abstract

: English‑Medium Instruction (EMI) refers to the teaching of academic subjects in English in contexts where English is not the students’ first language. EMI has expanded rapidly in higher education worldwide over the past two decades as part of university internationalization, student mobility, and academic competitiveness. However, the extent to which EMI contributes to student success-beyond simply using English in instruction-remains debated. This review synthesizes empirical and theoretical research on student success in EMI settings, focusing on academic achievement, language development, classroom engagement, learning experience, and equity. The evidence indicates that EMI has the potential to support students’ disciplinary learning and English proficiency; however, success is most likely when there are adequate language supports, informed pedagogy, teacher capacity, and inclusive institutional policies. Without such supports, EMI may exacerbate language challenges and learning inequities.