Examining International Student Satisfaction: Insights from a Medical English-Medium Instruction Program in Vietnam
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| Title: | Examining International Student Satisfaction: Insights from a Medical English-Medium Instruction Program in Vietnam |
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| Language: | English |
| Authors: | Hung Thanh Nguyen (ORCID |
| Source: | Educational Process: International Journal. Article e2025048 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, Student Attitudes, Indians, Language of Instruction, English (Second Language), Second Language Learning, International Education, Medical Education, Program Effectiveness, Educational Quality, Medical Students |
| Geographic Terms: | Vietnam |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The rapid expansion of English-medium instruction (EMI) programs is a key feature of higher education internationalization, especially in non-native English-speaking countries. Vietnam, aiming to position itself as a global educational hub, recently introduced a medical EMI program for its first large cohort of international students, primarily from India. This study investigates Indian students' satisfaction with this program based in a medical university in the Mekong Delta, identifying strengths and improvement areas to enhance its effectiveness and inclusivity. Materials/methods: A structured survey was administered to 130 Indian students enrolled in the program. The survey assessed satisfaction across six clusters: lecturers, administrative staff, the courses, training and outcome assessment, facilities, and support activities. Statistical analysis, including reliability checks and regression techniques, was conducted to assess the impact of these factors on overall satisfaction. Results: Findings revealed high academic and administrative support satisfaction, particularly in lecturers' expertise (mean = 4.38) and staff responsiveness (mean = 4.41). The curriculum was praised for its clarity and timely outcome assessments, though program flexibility and practical integration received moderate evaluations. Significant gaps were identified in career-related support services, language assistance, and technological infrastructure. Regression analysis highlighted outcome assessment as the most influential factor, followed by support activities and administrative support. Conclusion: The study underscores the strengths of Vietnam's EMI program in teaching quality and administrative support while also highlighting critical areas requiring attention, particularly in career services and technological resources. These findings provide actionable insights for enhancing the effectiveness of EMI programs, particularly in resource-constrained contexts aiming to attract and retain international students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463542 |
| Database: | ERIC |
| Abstract: | Background/purpose: The rapid expansion of English-medium instruction (EMI) programs is a key feature of higher education internationalization, especially in non-native English-speaking countries. Vietnam, aiming to position itself as a global educational hub, recently introduced a medical EMI program for its first large cohort of international students, primarily from India. This study investigates Indian students' satisfaction with this program based in a medical university in the Mekong Delta, identifying strengths and improvement areas to enhance its effectiveness and inclusivity. Materials/methods: A structured survey was administered to 130 Indian students enrolled in the program. The survey assessed satisfaction across six clusters: lecturers, administrative staff, the courses, training and outcome assessment, facilities, and support activities. Statistical analysis, including reliability checks and regression techniques, was conducted to assess the impact of these factors on overall satisfaction. Results: Findings revealed high academic and administrative support satisfaction, particularly in lecturers' expertise (mean = 4.38) and staff responsiveness (mean = 4.41). The curriculum was praised for its clarity and timely outcome assessments, though program flexibility and practical integration received moderate evaluations. Significant gaps were identified in career-related support services, language assistance, and technological infrastructure. Regression analysis highlighted outcome assessment as the most influential factor, followed by support activities and administrative support. Conclusion: The study underscores the strengths of Vietnam's EMI program in teaching quality and administrative support while also highlighting critical areas requiring attention, particularly in career services and technological resources. These findings provide actionable insights for enhancing the effectiveness of EMI programs, particularly in resource-constrained contexts aiming to attract and retain international students. |
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| ISSN: | 2147-0901 2564-8020 |
