Variation in Use of English Language as Medium of Instruction at University Level: A Gender-Based Analysis

Abstract

To understand how gender affects student participation, academic success, and teachers' views in EMI programs, this study uses a gender-based approach to examine the variability of English as a Medium of Instruction (EMI) at the university level. Structured surveys collected data from 30 ELT teachers and 300 EFL students. Results show significant gender disparities, with male students often displaying higher engagement and confidence than their female counterparts, which impacts academic performance. Sociocultural norms and expectations contribute to female students' insecurity and public speaking anxiety. Teachers emphasized that inclusive teaching methods are essential for equitable participation. The study underscores the importance of targeted interventions and policy recommendations to achieve gender equity in EMI settings. By addressing these gaps, the study aims to create effective and inclusive EMI programs, providing equal academic opportunities for all students. The findings advocate for a nuanced approach to language acquisition at the university level, impacting curriculum design, teacher preparation, and educational policy decisions.