Effectiveness of EMI Usage for Underachieving EFL Learners at a Turkish High-School

Abstract

phenomenon and it is supported by many studies. Most of learners and schools agree upon the advantages of this practice and a high percentage of graduates of these educational institutes make use of it when they start their professional career. However, there is an ignored point of view by these people and decision makers; EMI is an unfair challenge for underachieving learners who have difficulties in comprehending instructions even in their first language, even in English as foreign language (EFL) classrooms, especially when it is not structured accordingly. This research features a mixed-method with a questionnaire, an interview and also analyses students’ exam results comparing pre-and-post exam results. It aims to investigate the effectiveness of this EMI practice and tries to see it through underachieving learners’ eyes in a Turkish high school, EFL classroom context. The findings intend to bring forward a new perspective for those who are in control of educational practices.