This study aimed to develop and validate the English Medium Instruction Expectations Scale (EMIES), a psychometrically robust instrument designed to assess university students’ expectations regarding linguistic skills, academic performance, and employability prospects in English Medium Instruction (EMI) programmes. Given the limited research on EMI expectations and the lack of validated measurement tools, this study sought to address a critical gap in EMI research.
Methodology:
A Likert-type-scale questionnaire was developed based on a literature review and expert evaluations. The initial 18-item EMIES was administered to 106 students enrolled in an EMI Bachelor’s programme in Physical Activity and Sport Sciences. The validation process included exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), assessing model fit, reliability, and validity.
Data and Analysis:
EFA revealed a three-factor structure (linguistic competence, academic performance, job opportunities), explaining 75.14% of variance. CFA refinement led to a 12-item model with excellent fit indices (GFI = 0.942, CFI = 1.000, RMSEA = 0.000). Internal consistency was strong (Cronbach’s α = 0.816–0.933 and omega ω = 0.818–0.938), and convergent/discriminant validity was confirmed.
Findings:
The EMIES is a valid and reliable tool for measuring EMI expectations. Results indicated high student expectations for language improvement, academic benefits, and career opportunities. The refined 12-item model demonstrated superior psychometric properties, making it suitable for future EMI research.
Originality:
This study is the first to develop a validated EMI expectations scale, addressing a significant gap in EMI literature.
Significance:
The EMIES offers researchers, educators, and administrators a practical tool to evaluate and align EMI programmes with student expectations, potentially enhancing academic satisfaction and outcomes. Future studies should adapt and validate the EMIES across disciplines and cultural contexts.
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