Undergraduate Students’ Readiness toward English Medium Instruction in Higher Studies in Bangladesh: A Comparison of Possibilities of Public and Private Universities’ Internationalization

Abstract

Assessing students’ readiness for English Medium Instruction (EMI) is crucial for understanding the efficacy of EMI as a pathway to internationalization in non-native English-speaking higher education contexts. This study investigates undergraduate students’ readiness for EMI in higher education in Bangladesh, compares the preparedness of students of public and private universities. The objective is to assess how readiness—defined by perceived ability, engagement, attitudes toward EMI, and perceived challenges—varies across different academic years and institutional types. Using a cross-sectional correlational design, data were collected from 267 undergraduate students from public and private universities through a structured survey questionnaire. Key variables included perceived ability to succeed in EMI (PASE), attitude towards EMI and internationalization (ATEI), learning engagement of students in EMI (LESE), and perceived challenges of facing EMI (PCFE). Independent samples t-tests, one-way ANOVA, and multiple regression analyses were employed. Results showed no significant differences in EMI readiness across the four academic years, meaning that progression in readiness is limited despite increased exposure to EMI. The t-test revealed significant differences only in perceived challenges (PCFE) between public and private universities, with private university students reporting higher challenges. Regression analysis indicated that PASE, ATEI, and PCFE significantly predicted LESE, with ATEI having the strongest impact on learning engagement. These findings suggest that sustained exposure to EMI alone may be insufficient to enhance readiness, especially without institutional language support and resources. Therefore, universities must take care of the strategic goals of internationalization in higher education.