Abstract

The increasing implementation of English Medium Instruction (EMI) in non-native English-speaking regions poses unique challenges and opportunities for both students and teachers. This study explores the learning strategies and experiences of students in selected schools within the Buea Municipality, Cameroon, where English is used as the primary language of instruction. Understanding these strategies and experiences is vital for improving educational outcomes and supporting students in navigating the complexities of EMI.

The study adopted a mixed-methods approach, combining quantitative surveys and qualitative interviews with students and teachers from several schools in Buea. The research focused on identifying the learning strategies employed by students to cope with EMI, including language acquisition techniques, study habits, and the use of supplementary resources. Additionally, the study explored students’ experiences with EMI, including challenges related to language proficiency, comprehension of academic content, and classroom participation. Teachers’ perspectives on EMI were also examined to provide a holistic view of the instructional environment.

The findings reveal that students employ a variety of learning strategies to succeed in an EMI context, including extensive use of bilingual resources, peer collaboration, and active engagement in language practice activities. However, many students also face significant challenges, such as limited English proficiency, which hinders their comprehension and academic performance. The study also found that while teachers generally support EMI, they often struggle with balancing language instruction with subject content delivery, especially in classes with diverse language abilities.

The study suggests several recommendations to enhance the effectiveness of EMI in Buea. These include implementing targeted language support programs for students, providing professional development opportunities for teachers to improve their EMI teaching skills, and promoting a more inclusive classroom environment that accommodates varying levels of English proficiency. By addressing these challenges, schools in Buea can improve students’ learning experiences and academic success in an English Medium Instruction context.

Keywords: English Medium Instruction, Learning Strategies, Student Experiences, Buea Municipality, Cameroon, Language Proficiency, Educational Outcomes.