Factors Influencing Student Success and Challenges in English-Medium Instruction Environments: A Systematic Review

Abstract

English-medium instruction (EMI) continues to expand across non-Anglophone higher education, yet student outcomes remain uneven. This systematic review synthesizes empirical evidence on factors shaping student success and challenges in EMI programs. Following the PRISMA 2020 statement (Page et al., 2021), we searched Scopus, Web of Science, ERIC, and Google Scholar for studies published between 2014 and 2025. From 2,111 records, 12 studies met the inclusion criteria. Data were appraised with CASP/MMAT and synthesized through inductive thematic analysis (Thomas & Harden, 2008), with subsequent abductive interpretation drawing on Self-Regulated Learning and Psychological Resilience frameworks. Four interrelated themes emerged. First, language competence is multidimensional: discipline-specific vocabulary predicts achievement more reliably than global proficiency scores, and transitional adaptation follows nonlinear trajectories. Second, disciplinary discourse patterns generate distinct demands. Social science courses require higher linguistic loads than STEM fields, challenging uniform admission standards. Third, students employ differentiated coping strategies. Problem-focused approaches include terminology management and feedback seeking; emotion-focused approaches include reframing and anxiety regulation. These strategies reflect identity positioning and prior EMI exposure. Fourth, institutional factors mediate integration. Language policy clarity, service accessibility, and structured peer networks shape both academic performance and social belonging. Findings redirect attention from student deficits to systemic design. EMI effectiveness depends less on raising entry thresholds than on providing discipline-sensitive language support, establishing transparent bilingual classroom norms, and ensuring responsive institutional services. Implications for policy, pedagogy, and future research are discussed.

Keywords: English-medium instruction (EMI); vocabulary knowledge; disciplinary variation; coping strategies; institutional support.