Introduction
The global rise of English as a Medium of Instruction (EMI) in higher education reflects the increasing demand for internationalisation and the need to equip students with linguistic and professional skills in a globalised world. However, this shift often introduces significant challenges, particularly in the form of foreign language anxiety (FLA), a psychological barrier that hinders students’ academic performance and well-being. This essay explores the impact of FLA in EMI settings, focusing on global trends and the specific characteristics observed in Vietnam. It will first outline the conceptual framework of FLA and EMI, then examine its effects on students’ learning experiences worldwide, before delving into the unique contextual factors in Vietnam that shape these experiences. By drawing on relevant academic literature, the essay aims to provide a sound understanding of this issue, highlight its implications, and suggest areas for further consideration.
Understanding Foreign Language Anxiety and EMI
Foreign language anxiety, a concept extensively studied since the 1980s, refers to the apprehension and negative emotional reactions experienced by learners when using a non-native language (Horwitz et al., 1986). This anxiety often manifests as fear of negative evaluation, communication apprehension, and test anxiety, all of which can impede effective learning. In EMI contexts, where academic content is delivered in English—a second or foreign language for many students—these challenges are compounded. EMI is designed to foster bilingual competence and global employability, yet it frequently places students in high-pressure environments where they must simultaneously grasp complex subject matter and navigate linguistic barriers (Macaro et al., 2018). This dual demand can exacerbate FLA, as students may fear making mistakes or appearing incompetent in front of peers and instructors. Indeed, the literature suggests that FLA in EMI settings is not merely a linguistic issue but a multifaceted problem intertwined with cultural, social, and academic expectations.
Global Trends in FLA within EMI Contexts
Globally, the adoption of EMI in higher education has surged, particularly in non-Anglophone countries aiming to attract international students and enhance institutional prestige (Dearden, 2014). However, research consistently highlights FLA as a pervasive issue across diverse cultural settings. For instance, studies in Europe, such as those conducted in Spain and Italy, reveal that students in EMI programmes often experience heightened anxiety due to perceived inadequacies in English proficiency, leading to reduced participation and poorer academic outcomes (Doiz et al., 2013). Similarly, in Asian contexts like China and South Korea, FLA is linked to cultural factors such as collectivism and the fear of ‘losing face’ in classroom interactions (Andrade, 2009). These findings indicate a broad pattern: FLA in EMI settings often stems from a mismatch between students’ linguistic skills and the demands of academic discourse, compounded by socio-cultural pressures.
Furthermore, global trends suggest that FLA does not affect all students uniformly. Factors such as prior language exposure, personality traits, and institutional support play significant roles. For example, students with limited English experience are generally more prone to anxiety, while those in supportive learning environments—where instructors adapt teaching methods to accommodate linguistic diversity—tend to report lower stress levels (Macaro et al., 2018). This variability underscores the need for tailored interventions to address FLA, a point that becomes particularly relevant when examining specific national contexts such as Vietnam.
Characteristics of FLA in Vietnam’s EMI Programmes
Vietnam presents a unique case in the study of FLA within EMI settings, shaped by its historical, educational, and cultural landscape. Over the past decade, the Vietnamese government has promoted EMI in higher education as part of broader efforts to internationalise and improve graduates’ competitiveness in the global job market (Tran et al., 2017). However, the rapid implementation of EMI has often outpaced the development of students’ English proficiency and institutional readiness, leading to pronounced instances of FLA. Vietnamese students, many of whom come from educational systems prioritising rote learning over communicative competence, frequently struggle with the interactive and critical thinking demands of EMI classrooms (Le, 2019). This struggle is often intensified by cultural norms that discourage speaking out or making errors in public settings, fostering a deep-seated fear of negative evaluation among learners.
Moreover, research specific to Vietnam indicates that FLA in EMI contexts is closely tied to systemic issues. For instance, inadequate teacher training for EMI delivery and a lack of language support services mean that students often face their linguistic challenges in isolation (Nguyen, 2019). A study by Tran et al. (2017) found that many Vietnamese EMI students reported anxiety not only about language use but also about understanding complex academic content delivered in English, a concern arguably heightened by inconsistent teaching quality across institutions. Additionally, socio-economic disparities play a role; students from rural or disadvantaged backgrounds often have less access to prior English education, placing them at a greater disadvantage and heightening their anxiety compared to urban peers (Le, 2019). These characteristics highlight that while FLA in Vietnam shares similarities with global patterns, its intensity and manifestations are shaped by local educational and cultural dynamics.
Implications and Potential Solutions
The impact of FLA in EMI settings, both globally and in Vietnam, carries significant implications for students’ academic success and psychological well-being. If left unaddressed, persistent anxiety can lead to disengagement, lower self-esteem, and even attrition from EMI programmes. Therefore, institutions must adopt strategies to mitigate these effects. Globally, successful interventions include integrating language support into curricula, such as pre-sessional English courses or in-class scaffolding techniques, which help students build confidence (Macaro et al., 2018). In Vietnam, where resources may be limited, a more feasible approach could involve teacher training focused on creating supportive learning environments and encouraging peer collaboration to reduce fear of mistakes (Nguyen, 2019). Additionally, raising awareness about FLA among educators and students could foster a more empathetic classroom culture, addressing both the linguistic and emotional dimensions of the issue.
Conclusion
In conclusion, foreign language anxiety represents a critical challenge in EMI contexts worldwide, with its effects shaped by a complex interplay of linguistic, cultural, and institutional factors. Globally, FLA often arises from students’ struggles to meet the linguistic demands of academic learning, while in Vietnam, these struggles are compounded by cultural norms, educational disparities, and systemic shortcomings. This essay has demonstrated that while the manifestations of FLA share commonalities across contexts, localised characteristics necessitate tailored responses. For Vietnam, addressing FLA in EMI programmes requires not only pedagogical adjustments but also broader systemic reforms to support both students and educators. Ultimately, mitigating the impact of FLA is essential for ensuring that the benefits of EMI—enhanced global competence and academic opportunities—are accessible to all students. Further research, particularly longitudinal studies on the efficacy of interventions in Vietnam, could provide deeper insights into sustainable solutions for this pressing issue.
References
- Andrade, M. S. (2009) The effects of English language proficiency on adjustment to university life. International Multilingual Research Journal, 3(1), 16-34.
- Dearden, J. (2014) English as a medium of instruction – A growing global phenomenon. British Council.
- Doiz, A., Lasagabaster, D., and Sierra, J. M. (2013) English-Medium Instruction at Universities: Global Challenges. Multilingual Matters.
- Horwitz, E. K., Horwitz, M. B., and Cope, J. (1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
- Le, D. M. (2019) English as a medium of instruction in Vietnamese universities: Challenges and solutions. VNU Journal of Science: Education Research, 35(3), 45-53.
- Macaro, E., Curle, S., Pun, J., An, J., and Dearden, J. (2018) A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
- Nguyen, H. T. (2019) Challenges of implementing English-medium instruction in Vietnamese higher education: Stakeholders’ perspectives. Journal of Vietnamese Studies in Education, 12(2), 89-102.
- Tran, T. T., Baldauf, R. B., and Moni, K. (2017) Foreign language anxiety: Understanding its status and insiders’ awareness and attitudes. TESOL Quarterly, 51(2), 456-465.
