Academic Success in English Medium Courses: Exploring Student Challenges, Opinions, Language Proficiency and L2 Use

The growth of English medium instruction (EMI) programs at universities worldwide has raised questions about the implications teaching through L2 on students’ content learning outcomes. This study examined impact four factors academic success (e.g. learning) in Turkish EMI context: (1) language-related challenges; (2) opinions effectiveness EMI; (3) perceived language proficiency levels; and (4) amount used classes. Students’ performance was taken as a proxy success. employed quantitative empirical design using questionnaires regression analysis. Data were collected via an online questionnaire from 498 students university Turkey. results revealed that challenges only predictors associated with their courses statistically significant level. classroom not found to predict EMI, suggesting may benefit multilingual models teaching. These findings underscore importance adequate support for programs, are discussed respect policy, program planning, teacher pedagogy.