Understanding academic literacy in English Medium Instruction Degree Programs in Sri Lanka

Abstract

Sri Lanka has seen a considerable increase in the English Medium Instruction (EMI) degree programs across various subjects. This move from the traditional languages to English as the medium of instruction aims to enhance global competitiveness and ensure graduates have the skills needed to flourish in an increasingly linked world. However, despite this transformation, academic literacy in the EMI programs remains unexplored. In today's world, academic literacy, which is the enhanced skills of the students' reading and writing caliber in academic subjects, is more important, especially in the EMI degree programs. This study seeks to explore and comprehend the complexities of academic literacy in Sri Lanka's EMI degree programs. In addition, Mahawattha and Rassool, (2021) "A few academics explained that the existing 'sub-cultural', political and social situation does not allow undergraduates to progress in English". In addition, this could be a significant challenge for the future EMI degrees and their impact on the undergraduates. Further, the Sri Lankan secondary education has a huge impact on the EMI degree programs due to the significance of L1. 'Most students enter university after completing their studies in one of the vernaculars - Sinhala (78.4%) or Tamil (19.4%) (Annual School Census of Sri Lanka, 2020, p. 11as cited in Mahawattha & Rassool, 2023). Both the learners and the educators were interviewed in a semi-structured manner to learn more about their academic literacy experiences, perspectives, and obstacles in the EMI programs. Thematic analysis has been used to find common themes and patterns in the interview data. 102 medical students participated in the initial data collection and then it filtered to six at the final stage of the data collection. This research presented the results that the students who are in the EMI degree programs faced issues in the initial stages of learning but Academic writing or EMI programs helped them to be confident in their subject. This study intended to add to the current body of information about academic literacy in the EMI programs by presenting insights particular to the Sri Lankan setting. The study's findings can help guide curriculum creation, pedagogical practices, and legislative decisions intended to improve academic literacy education in the EMI degree programs.