Challenges Faced by Sri Lankan Undergraduates in English-Medium Instruction

Abstract

Most students in Sri Lanka receive their elementary and secondary education in Sinhala or Tamil, although English-Medium Instruction (EMI) is becoming increasingly prevalent in higher education worldwide. This qualitative systematic review examines the difficulties Sri Lankan undergraduates encounter when transitioning to EMI at public universities. Using thematic content analysis of peer-reviewed literature and empirical studies, augmented by student and lecturer testimonies, the study identifies socioeconomic and geographic disparities, cultural factors, language anxiety, a lack of institutional support, and language competency deficits as the primary obstacles. The findings indicate that students from arts faculties and those from rural areas face greater challenges due to limited prior exposure to English. The study also highlights the effects of faculty language proficiency, peer pressure (ragging culture), and inadequate pre-university English language instruction. Recommendations include enhancing university-level English-language support, targeting interventions for underprivileged students, and providing EMI lecturers with professional development. The research advances understanding of EMI challenges in post-colonial and multilingual contexts.