Language Shift and Learning Gaps: Unveiling the Academic Impact of English Medium Instruction through SEM
DOI:
https://doi.org/10.55737/psi.2025c-43101Keywords:
Medium of Instruction (MOI), Motivation, Attitude, Confirmatory Factor Analysis (CFA), Structural Equation Modelling (SEM)Abstract
This study demonstrates that the medium of instruction significantly impacts students' academic performance, with English playing a central role in shaping their educational outcomes. The use of Structural Equation Modelling revealed that factors such as teacher support, student motivation, educational background, learning strategies, English communication skills, and attitude towards the English language are all positively associated with academic performance. However, language anxiety was found to negatively affect English communication, which in turn influences motivation and learning outcomes. All these factors were confirmed by using the confirmatory factor analysis. These findings are consistent with recent literature, confirming that English proficiency is not only a tool for academic achievement but also a driver of confidence and long-term educational engagement. Therefore, fostering an encouraging classroom environment, minimizing language anxiety, and enhancing teacher roles are critical for improving student performance in English-medium settings.
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