Examining the Challenges of English-Medium Instruction in Mathematics Among Iraqi Undergraduate Learners: According to Students’ Perceptions
Abstract
The increasing adoption of English as a Medium of Instruction (EMI) in higher education has raised significant concerns regarding its impact on student learning and comprehension, particularly in non-native countries. This study examines the challenges and perceptions of Iraqi undergraduate students studying mathematics through EMI. Using a descriptive approach, including surveys, the study investigates students' views on the effectiveness of EMI, its influence on motivation and confidence, and the difficulties faced in learning mathematical concepts in English. Findings reveal that while students recognize the benefits of EMI for their future careers, they struggle with language barriers, comprehension difficulties, and limited instructional support. The study highlights the need for improved EMI implementation strategies, enhanced teacher training, and tailored curriculum development to address student needs better.
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