Abstract:
Several countries around the globe are beginning to implement EMI particularly at tertiary level. However, this presents numerous challenges, mostly in English as a Foreign language settings where the students generally have low proficiency in the language. Libya represents a case in point. This paper reports the results of a case study of implementing EMI in the Faculty of Engineering at Sirte University in Libya. In the study, 179 Libyan engineering students were selected to complete an online questionnaire reflecting their challenges in learning through implementing EMI. Findings from quantitative and qualitative data analysis indicate that most Libyan engineering students encounter a number of challenges mainly namely psychological, linguistic and challenges related to teachers.
