International Conference on Educational Trends and Technology [iCONETT] 2025

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Author: search.filters.author.Hakadewaththe, NSubject: search.filters.subject.English as the Medium of Instruction

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    Attitudes of Sri Lankan Medical Students Towards the Medium of Instruction
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wickramasinghe, S; Hakadewaththe, N
    This study explores the attitudes of medical undergraduates at a Sri Lankan state university towards English as the Medium of Instruction (EMI) within the framework of Sri Lanka’s higher education language policy. It examines how EMI impacts students academic engagement, performance, and language development. A mixed methodsapproach was employed, using Google-based questionnaires completed by 50 students and in-depth interviews with five second-year undergraduates. Quantitative data were analyzed using descriptive statistics to identify patterns in student attitudes, while qualitative interview responses were thematically analyzed to highlight recurring challenges, coping strategies, and language preferences. Findings reveal that while students acknowledge the global relevance of English in medicine and higher education, many face challenges in comprehension and communication due to limited prior exposure and inadequate language proficiency. A notable number expresseda preference for flexible or bilingual instruction, particularly in the early stages of their academic journey. Interviews highlighted that students often refrain from participating in class discussions due to language-related anxieties and fear of negative peer judgment. These difficulties stem from both internal factors, such as low confidence and motivation, as well as external factors, including poor English instruction at school and limited access to language resources. The study concludes that EMI, when implemented without sufficient preparatory support, can hinder academic progress. It advocates for a more inclusive and adaptable language policy at the university level, particularly in demanding professional disciplines like medicine. Key recommendations include conducting needs assessments, incorporating bilingual instruction, and providing staff training to support equitable, linguistically inclusive education.