A scholarly investigation conducted in Sweden, involving a sample size of 2,263 students, indicates that academic performance suffers and dropout rates increase when programming courses are taught in English as opposed to native Swedish. This outcome brings into question the effectiveness of English Medium Instruction (EMI) in countries where English is not the native tongue. The study was meticulously designed to use random assignment, thus highlighting language as the principal factor contributing to the disparities in academic performance and retention rates in the English-taught group.
Researchers from KTH Royal Institute of Technology and Chalmers University of Technology in Sweden have provided evidence that English Medium Instruction can compromise educational outcomes when the student body is not comprised of native English speakers. This was observed in an experiment wherein 2,000 Swedish students were divided into groups: one receiving programming instruction in English and the other in Swedish. The former group displayed markedly inferior academic performance and a greater rate of discontinuation.
According to a 2022 report from the Language Council of Sweden (Språkrådet), English is becoming an increasingly common medium of instruction in higher education under the framework known as English Medium Instruction (EMI). One of the foundational tenets of EMI is that the instructional language should not adversely affect the quality of learning. However, the recent study calls this premise into question.
Hans Malmström, a Professor in the Department of Communication and Learning in Science at Chalmers University of Technology, noted that the study’s unique aspect is its use of random group assignment. “We were taken aback by the results,” Malmström stated, “as the only variable affecting the outcomes was the language in which the instruction was given.”
In this study, the 2,263 participating students were arbitrarily allocated to either an English or Swedish version of an entirely digital, self-paced introductory programming course. Performance metrics included the number of correctly answered test questions and dropout rates. On comparison, the researchers discovered that the Swedish-taught group correctly answered 73% more test questions on average than their English-taught counterparts.
Olle Bälter, Associate Professor in Human-Computer Interaction at KTH Royal Institute of Technology, added, “It’s crucial to acknowledge that the single variable here is the instructional language. The significant difference in performance between the two groups indicates that employing English as the medium of instruction can detrimentally affect learning under specific conditions.”
The dropout rates were also revealing. A quarter more students withdrew from the English-taught course, and this variance was statistically significant. Viggo Kann, Professor of Computer Science at KTH Royal Institute of Technology, commented that those who discontinue the course are less likely to have achieved the intended learning outcomes.
Given these findings, there are emerging debates about the pros and cons of the extensive use of English for instruction in universities, not only in Sweden but also in other nations where English is not the predominant language. Malmström cautioned against drawing sweeping policy conclusions from a single study, but suggested that the results could fuel a more nuanced discourse on the subject.
Table of Contents
Study Summary
- 2,263 students participated in research investigating the impact of instructional language on academic achievement.
- Participants were randomly assigned to either an English or Swedish version of a self-paced, entirely digital programming course.
- Metrics for academic performance included the number of test questions answered correctly and dropout rates.
- The study, designed as a randomized control trial, effectively isolated language as the sole influencing factor.
- On average, students in the Swedish-taught course answered 73% more test questions correctly.
- Students in the English-taught course had a 25% higher dropout rate.
- The study concludes that English Medium Instruction negatively affects academic performance.
Reference: “English-medium instruction and impact on academic performance: a randomized control study” by Olle Bälter, Viggo Kann, Chantal Mutimukwe, and Hans Malmström, published on 11 September 2023 in the Applied Linguistics Review. DOI: 10.1515/applirev-2022-0093
Frequently Asked Questions (FAQs) about English Medium Instruction
What is the main focus of the Swedish study on English Medium Instruction?
The primary focus of the Swedish study is to investigate the impact of English Medium Instruction (EMI) on academic performance and dropout rates. The study involved 2,263 students taking an introductory programming course either in English or in their native Swedish. It was designed to isolate language as the sole influencing factor on academic outcomes.
Who conducted the study?
The study was conducted by researchers from KTH Royal Institute of Technology and Chalmers University of Technology in Sweden.
What methodology was used in the study?
The study employed a randomized control trial methodology. Students were randomly assigned to either an English or Swedish version of an entirely digital, self-paced introductory programming course. Academic performance was assessed based on the number of correctly answered test questions and dropout rates.
What were the key findings of the study?
The key findings indicate that students taught in English performed significantly worse than those taught in Swedish. They answered 73% fewer test questions correctly on average. Additionally, the dropout rate was 25% higher among the students in the English-taught course.
Was the study statistically significant?
Yes, the study’s results were statistically significant, thereby lending credence to the observed differences in academic performance and dropout rates between the two groups.
What are the implications of this study for English Medium Instruction (EMI)?
The study raises questions about the efficacy of English Medium Instruction in non-English speaking countries. It suggests that employing English as the medium of instruction can adversely affect academic performance and increase dropout rates among students who are not native English speakers.
What caution did the researchers offer regarding the study’s results?
Hans Malmström, one of the lead researchers, stated that while the study’s results are noteworthy, they should not serve as the sole basis for broad changes in language or teaching policy at educational institutions, either at the local or national level.
Is this study part of a larger body of research?
The study adds to existing discussions on the subject but is unique in its rigorous design that isolates language as the sole influencing factor on academic performance. It aims to contribute to a more informed debate about the use of English as an instructional language in higher education.
What is the relevance of this study in a global context?
Given the increasing use of English as a global language of instruction in higher education, the study holds relevance not just for Sweden but for other countries where English is not the native language for the majority of the population.
What is the next step following this study?
The researchers suggest that their findings could fuel a more nuanced discourse on the subject of instructional language in higher education. While they caution against making sweeping policy changes based on this single study, they do believe it can contribute to more informed discussions and future research.
More about English Medium Instruction
- English Medium Instruction: An Overview
- Academic Performance in Higher Education
- Dropout Rates in University Courses
- Language and Learning: The Swedish Context
- Randomized Control Trials in Education Research
- The Role of Native Language in Academic Success
- Global Trends in Higher Education: Language Policies
- Implications of Language of Instruction on Student Outcomes
