A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018)

Abstract

This paper updates Macaro et al.'s (2018) widely cited systematic review of English Medium Instruction (EMI) in higher education, synthesising research published between 2016 and 2023. With EMI research expanding exponentially, this review assesses global trends, language and subject learning outcomes, and language-related challenges in EMI contexts. Due to the growth in research, this update only addresses a subset of the original review questions, namely those focusing on language and content issues. A total of 196 empirical studies were systematically selected and analysed. Findings indicate continued growth in EMI research, with Asia and Europe as the most studied regions. Evidence on language learning outcomes suggests that EMI contributes positively to receptive skills and vocabulary, though productive skills yield mixed results. Regarding content learning, EMI appears not to negatively impact subject attainment, with some studies reporting comparable or even superior outcomes compared to L1 instruction. Language challenges persist, particularly in academic writing and transitions from L1 instruction, though they tend to subside with increased EMI exposure. Research gaps include limited longitudinal studies, underrepresentation of postgraduate EMI, and a lack of qualitative insights into sociolinguistic and pedagogical dimensions. The review highlights the need for a broader research agenda, incorporating EMI's impact on employability, sociolinguistic equity, and long-term academic success. It concludes with recommendations for future research and methodological advancements in EMI studies.