How using English as the medium of instruction affects teaching and learning at a TVET college: lecturers and students’ experiences

Abstract

The purpose of this study was to explore the experiences and challenges of lecturers and students using English as the medium of instruction (EMI) for teaching and learning at a public technical and vocational education and training (TVET) college in South Africa. The study focused on two campuses of a TVET college in Free State Province where English is the only medium of instruction. A qualitative case study approach and purposeful method with in-depth interviews and analysis were employed to understand the experiences of these participants. The findings of the study revealed that the challenges of using EMI which impeded academic performance resulted from a variety of factors. Trends, including restricted comprehension, insufficient English proficiency and limited English vocabulary and academic literacy, emerged as the barriers that posed challenges to the academic performance of students. Based on the study’s findings, it is clear that the college lacks interventions to strengthen language capabilities, enhance professional skills and provide academic support services such as multilingual educational contexts. Further research is needed to understand the underlined mechanisms and develop strategies to mitigate their impact.