Investigating academic achievement of English medium instruction courses in Turkey

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at public university Turkey. Student test score data on EMI and Turkish (TMI) as well general proficiency scores were collected two divisions: the mathematical, physical, life sciences (MPLS, N = 357); social (N 359). Analysis conducted macro (academic division), meso department), micro levels program) showed subtle differences each level. Overall, results consistent: language was strong predictor of science participants, whereas success TMI predicted MPLS participants. These reinforce notion more support should be given to students, learning some content through prioritized for students. Implications professionals practitioners are discussed, suggestions made further research.