Examining International Student Satisfaction: Insights from a Medical English-Medium Instruction Program in Vietnam

Background/purpose. The rapid expansion of English-medium instruction (EMI) programs is a key feature of higher education internationalization, especially in non-native English-speaking countries. Vietnam, aiming to position itself as a global educational hub, recently introduced a medical EMI program for its first large cohort of international students, primarily from India. This study investigates Indian students' satisfaction with this program based in a medical university in the Mekong Delta, identifying strengths and improvement areas to enhance its effectiveness and inclusivity.

Materials/methods. A structured survey was administered to 130 Indian students enrolled in the program. The survey assessed satisfaction across six clusters: lecturers, administrative staff, the courses, training and outcome assessment, facilities, and support activities. Statistical analysis, including reliability checks and regression techniques, was conducted to assess the impact of these factors on overall satisfaction.

Results. Findings revealed high academic and administrative support satisfaction, particularly in lecturers' expertise (mean = 4.38) and staff responsiveness (mean = 4.41). The curriculum was praised for its clarity and timely outcome assessments, though program flexibility and practical integration received moderate evaluations. Significant gaps were identified in career-related support services, language assistance, and technological infrastructure. Regression analysis highlighted outcome assessment as the most influential factor, followed by support activities and administrative support.

Conclusion. The study underscores the strengths of Vietnam’s EMI program in teaching quality and administrative support while also highlighting critical areas requiring attention, particularly in career services and technological resources. These findings provide actionable insights for enhancing the effectiveness of EMI programs, particularly in resource-constrained contexts aiming to attract and retain international students.

Keywords: English-medium instruction (EMI), Indian student satisfaction, medical education, internationalization in higher education, student support systems.

References

Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: What teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402

Alanazi, K., & Curle, S. (2024). Challenges experienced by students studying medicine through English medium instruction. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1364860

Apuke, O. D., & Iyendo, T. O. (2018). University students’ usage of the internet resources for research and learning: forms of access and perceptions of utility. Heliyon, 4(12), e01052. https://doi.org/10.1016/j.heliyon.2018.e01052

Barrios, E., López-Gutiérrez, A., & Lopez-Agudo, L.-A. (2022). Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education? Journal of English for Academic Purposes, 57, 101121.

https://doi.org/10.1016/j.jeap.2022.101121

Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (2013). Theory into practice: How do we link? In Constructivism and the Technology of Instruction (pp. 17–34). Routledge.

https://doi.org/10.4324/9780203461976

Bolton, K., Botha, W., & Lin, B. (2024). English-medium instruction in higher education worldwide. In K. Bolton, W. Botha & B. Lin (Eds.), The Routledge Handbook of English-Medium Instruction in Higher Education (pp. 1–18). Routledge. https://doi.org/10.4324/9781003011644-1

Bowles, H., & Murphy, A. C. (2020). EMI and the internationalization of universities: An overview. In H. Bowles & A. C. Murphy (Eds.), English-Medium Instruction and the Internationalization of Universities (pp. 1–26). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-47860-5_1

Chen, P.-H., & Adesope, O. (2016). The effects of need satisfaction on EFL online learner satisfaction. Distance Education, 37(1), 89–106. https://doi.org/10.1080/01587919.2016.1155962

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education 8th edition. Routledge. https://doi.org/10.4324/9781315456539

Derakhshan, A., Rakhshandehroo, M., & Curle, S. (2022). University students and instructors’ attitudes towards English-medium instruction courses. In S. Curle, H. I. H. Ali, A. Alhasssan & S. S. Scatolini (Eds.), English-Medium Instruction in Higher Education in the Middle East and North Africa (pp. 25–43). Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350238572.0009

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. https://doi.org/10.1037/0033-2909.95.3.542

Doiz, A., & Lasagabaster, D. (2020). Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism, 23(3), 257–262. https://doi.org/10.1080/13670050.2020.1727409

Elliott, K. M., & Healy, M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1–11. https://doi.org/10.1300/J050v10n04_01

Gautam, C., Lowery, C. L., Mays, C., & Durant, D. (2016). Challenges for global learners: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 501–526. https://doi.org/10.32674/jis.v6i2.368

Gruber, T., Fuß, S., Voss, R., & Gläser‐Zikuda, M. (2010). Examining student satisfaction with higher education services. International Journal of Public Sector Management, 23(2), 105–123. https://doi.org/10.1108/09513551011022474

Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Pearson Prentice Hall.

Herzberg, F. (2011). The Motivation to Work. Transaction Publishers.

Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede Model in context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014

Huong, V. T., Casadesus, M., & Marimon, F. (2017). Assessing learner satisfaction by simultaneously measuring learner attitude, motivation, loyalty, and service quality in English academies. Innovations in Education and Teaching International, 54(4), 301–312. https://doi.org/10.1080/14703297.2015.1088397

Le, N. T., & Nguyen, D. T. (2023). Student satisfaction with EMI courses: The role of motivation and engagement. Journal of Applied Research in Higher Education, 15(3), 762–775.

https://doi.org/10.1108/JARHE-02-2022-0050

Lei, J., & Hu, G. (2022). Research on English-Medium Instruction in the Asia Pacific: Trends, foci, challenges, and strategies. In W. O. Lee, P. Brown, A. L. Goodwin & A. Green (Eds.), International Handbook on Education Development in Asia-Pacific (pp. 1–23). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_23-1

Lewicka, D. (2022). Building and rebuilding trust in higher education institutions (HEIs): Student’s perspectives. Journal of Organizational Change Management, 35(6), 887–915. https://doi.org/10.1108/JOCM-02-2022-0037

Napitupulu, D., Rahim, R., Abdullah, D., Setiawan, M., Abdillah, L., Ahmar, A., Simarmata, J., Hidayat, R., Nurdiyanto, H., & Pranolo, A. (2018). Analysis of student satisfaction toward quality of service facility. Journal of Physics: Conference Series, 954, 012019. https://doi.org/10.1088/1742-6596/954/1/012019

Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI Programs in a Vietnamese university: Language, pedagogy and policy issues. In B. F. Smith, P. Humphreys & I. Walkinshaw (Eds.), English Medium Instruction in Higher Education in Asia-Pacific (pp. 37–52). Springer. https://doi.org/10.1007/978-3-319-51976-0_3

Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17(4), 460. https://doi.org/10.2307/3150499

Phuong, Y. H., & Nguyen, T. T. (2019). Students’ perceptions towards the benefits and drawbacks of EMI classes. English Language Teaching, 12(5), 88. https://doi.org/10.5539/elt.v12n5p88

Qiao, Y. (2011). Interstate Fiscal Disparities in America (2nd ed.). New York and London: Routledge.

Schmidt-Unterberger, B. (2018). The English-medium paradigm: A conceptualization of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 21(5), 527–539. https://doi.org/10.1080/13670050.2018.1491949

Tsou, W., & Kao, S.-M. (2017). Overview of EMI development. In W. Tsou & S. -M. Kao (Eds). English as a Medium of Instruction in Higher Education (pp. 3–18). Springer.

https://doi.org/10.1007/978-981-10-4645-2_1

Voss, R., Gruber, T., & Szmigin, I. (2007). Service quality in higher education: The role of student expectations. Journal of Business Research, 60(9), 949–959.

https://doi.org/10.1016/j.jbusres.2007.01.020

Wang, N. (2024). How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept. System, 123, 103340. https://doi.org/10.1016/j.system.2024.103340

Zumor, A., & Qasem, A. (2019). Challenges of using EMI in teaching and learning of university scientific disciplines: Student voice. International Journal of Language Education, 3(1), 74–90. https://doi.org/10.26858/ijole.v1i1.7510

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

► Educational Process International Journal has changed to publish in article number order instead of in page range order beginning with Volume 14 (2025).