English as a ‘double barrier’: English medium instruction and student learning at Vietnamese transnational universities

Abstract

Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants’ experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the ‘double barrier’ of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI.

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