Journal of University Teaching and Learning Practice· 2026Q1
Perceived Student Workload in English-Medium Instruction: Evidence from a Large-Scale Study in Business Education
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- 2026year
Short summary
English-Medium Instruction (EMI) students report slightly higher workloads, especially in their first year and in subjects like Economics and Quantitative Methods, compared to non-EMI students, though these differences are small and temporary.
AI-generated from the title and abstract; the full text is not read.
Key points
- EMI students report slightly higher workloads than non-EMI students.
- Higher perceived workload for EMI students is concentrated in the first year and subjects like Economics and Quantitative Methods.
- Differences in workload diminish in subsequent years.
- Effect sizes for workload differences are generally small or negligible.
AI-generated from the title and abstract; the full text is not read.
Abstract
This study examines differences in perceived academic workload between students enrolled in English-Medium Instruction (EMI) and non-EMI programs, contributing to the broader discussion on student experience in higher education. Drawing on a large sample of 11,427 course evaluations from a Business Administration degree at a Spanish university (2016–2019), we compare self-reported workload scores across groups. Results indicate that EMI students report slightly higher workloads, particularly in the first year and in subject areas such as Economics and Quantitative Methods. However, these differences diminish in subsequent years, and effect sizes are generally small or negligible. The findings suggest that while EMI students initially invest more effort, likely due to adapting to instruction in a non-native language, this additional workload is temporary. These results reinforce the viability of EMI programs and highlight the value of targeted first-year support to optimize the student learning experience.
The authors' abstract, as published at the source. Journal of University Teaching and Learning Practice, 2026 · DOI ↗
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Field: Literature and Literary Theory
Literature and Literary TheoryArts and Humanities