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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Sumarni
University of 17 Agustus 1945 Samarinda
Languange, Linguistic, Communication & Media

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The Trend of English as Medium of Instruction in Higher Education: A Systematic Literature Review Sumarni; Sultan Baa; Iskandar Sulaiman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10376

Abstract

English as a Medium of Instruction (EMI) has expanded rapidly across non-Anglophone universities over the past two decades, yet the research landscape remains theoretically fragmented and methodologically uneven. This systematic literature review (SLR) synthesises empirical and conceptual scholarship on EMI in higher education published between 2013 and 2024. Following PRISMA 2020 guidelines (Page et al., 2021), a structured search across Scopus, Web of Science, ERIC, and Google Scholar yielded 68 peer-reviewed articles after rigorous screening (initial pool: n = 1,847). Thematic synthesis and bibliometric mapping were applied to the final corpus. Five overarching themes were identified: (1) pedagogical challenges and faculty experience; (2) language attitudes and student outcomes; (3) EMI policy implementation gaps; (4) content learning outcomes; and (5) identity, ideology, and power. A clear temporal pattern was observed: pre-2018 studies relied predominantly on perception-based surveys, whereas post-2018 scholarship has shifted toward qualitative, theoretically grounded, and critically oriented designs. The review proposes the EMI Quality Ecosystem (EQE) model — an original integrative framework linking macro-level policy, meso-level institutional governance, and micro-level classroom dynamics. Findings carry implications for EMI policymakers, curriculum designers, teacher educators, and researchers, particularly regarding the need for discipline-specific support structures and linguistically responsive assessment.
Co-Authors Iskandar Sulaiman Sultan Baa