ENGLISH-MEDIUM INSTRUCTION AND STUDENT ANXIETY: A MULTI-SITE STUDY OF SOUTH-ASIAN BUSINESS SCHOOLS

Abstract

T

his study investigates the relationship between English-medium instruction (EMI) and student anxiety in business schools across South Asia. EMI has become a prominent instructional medium in non-English-speaking countries, particularly in the context of higher education. As globalization continues to influence business education, EMI is increasingly adopted to meet international standards. However, its impact on student anxiety remains under-explored, especially in the South Asian context, where linguistic and cultural factors play a significant role in shaping student experiences. This study draws on behavioral operations and resource orchestration theories to examine how EMI in South Asian business schools affects student anxiety. The objectives of the study are threefold: (1) to explore the relationship between EMI and student anxiety, (2) to assess how institutional support moderates this relationship, and (3) to understand the role of individual resilience in mitigating anxiety. Data was collected from multiple business schools in South Asia, using surveys administered to 1,200 students across four countries. The findings reveal a significant positive relationship between EMI and student anxiety, with institutional support acting as a critical moderator. Individual resilience was found to mitigate some of the anxiety effects. This research contributes to the understanding of EMI’s psychological impact on students in business schools and offers practical recommendations for institutional policies aimed at reducing student anxiety in EMI environments.

Keywords: English-medium instruction, student anxiety, South Asia, business schools, institutional support, resilience