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There are many educational settings using English as the medium of instruction (EMI). Recently, as reported by Dearden (2015), the use of EMI is a rapidly growing global phenomenon in grade school and higher education (HE) outside the Anglophone world. However, EMI has been influenced by a number of factors including educational, political, and economic motives (Altbach & Knight, 2007; Evans & Morrison, 2016). The most significant reason for the growth of EMI is perhaps that it is inextricably linked to the establishment of English as an international language, which has resulted in greater student mobility across countries and a need for EMI. This phenomenon has been termed as internationalisation in education (Knight, 2013, p. 84). For the past decade, HE institutions in non-English-speaking Asian countries have seen a rampant growth in competition of internationalization in their institutions (Doiz, Lasagabaster, & Sierra, 2013). The internationalization of HE in these non-English-speaking contexts has often been initiated and implemented mainly to fulfil requirements for educational reforms and to restructure education in accordance with an emerging global HE community (Evans & Morrison, 2016). Evidently, due to the intention to equip local students with this global language that will allow them to flourish more in the job market and to pursue higher education, both locally and globally (Macaro, Akincioglu, & Dearden, 2017), an inevitable trend of EMI adoption has been observed in non-native English-speaking countries.

Although, as we have described earlier, EMI innovation in HE is a global phenomenon, the focus in this study is …