Examining implications of English versus Local-language Medium Instruction programmes on students’ English self-efficacy and proficiency in Vietnamese Higher Education

As part of the trend towards internationalisation of higher education in Vietnam, English as the Medium of Instruction (EMI) courses are increasingly introduced into tertiary teaching and training at Vietnamese universities. Labelled as ‘high-quality’, and ‘advanced’ education, EMI programmes are considered as a quick and superior fix to enhancing students’ English proficiency by policy makers. This study seeks to problematise this top-down view by investigating the effects of EMI versus local-language medium instruction education on students’ English self-efficacy beliefs, and English proficiency at a public university in Vietnam. Through a multi-method design with self-efficacy questionnaire, English Duolingo Test, and focus group, this study aims to compare and contrast the extent to which English versus Vietnamese as the Medium of Instruction enhances or hinders students’ English self-efficacy beliefs, and English proficiency, in consideration of other socioeconomic variables