Navigating Linguistic Diversity: Multilingual Students' Experiences of English-Medium Instruction at Universiti Malaysia Sabah

  • Veronica Petrus Atin Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
  • Sabariah Abd Rahim Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia. https://orcid.org/0000-0002-8321-3575
  • Priscilla Shak Yee Ping Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
  • Farous Izwan Abdul Aziz Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
  • Shakiratul Hanany Abd Rahman Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
DOI: https://doi.org/10.47405/mjssh.v11i5.3977
Keywords: English-Medium Instruction, Multilingualism, Translanguaging, Self-regulated learning, Communities of practice, Higher education

Abstract

This qualitative study explores how undergraduate students at Universiti Malaysia Sabah (UMS) navigate English-Medium Instruction (EMI) within a multilingual educational context. Through semi-structured interviews with 10 participants from diverse ethnolinguistic backgrounds, the research identifies five key adaptation strategies: leveraging technology-enhanced learning, employing collaborative approaches, utilizing bilingual techniques, adopting proactive learning behaviors, and accessing institutional support. Grounded in an integrated theoretical framework combining Self-Regulated Learning Theory, Translanguaging Theory, and Communities of Practice Theory, the findings reveal that students actively and strategically utilize technological, social, linguistic, and cognitive resources to address EMI challenges while maintaining their multilingual identities. Rejecting deficit-based perspectives on multilingualism, the study highlights linguistic diversity as a strength rather than a barrier. The findings emphasize the importance of multilingual-inclusive EMI policies, language-responsive teaching practices, discipline-specific support, and the recognition of translanguaging as a legitimate pedagogical approach in linguistically diverse higher education environments.

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Author Biographies

Veronica Petrus Atin, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

Dr. Veronica Petrus Atin is an English language educator from Universiti Malaysia Sabah, Malaysia. Her research interests include English-Medium Instruction (EMI), English for Specific Purposes, language policy, and curriculum development. She served as an affiliate English instructor at the Intensive English Center, Tennessee State University from January to March 2026 while on the Hubert H. Humphrey Fellowship at Vanderbilt University.

Sabariah Abd Rahim, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

I am a lecturer in the English Unit of Pusat Penataran Ilmu dan Bahasa, UMS. I have a degree in English Language (B.A. Hons, UPM), a Master's in English as a Second Language (MESL, UM) and a PhD in English Language Skills (USM). Before joining UMS, I was an editor in one of the multilevel marketing companies in Kedah (GANO EXCEL), where I was responsible for the writing up and editing of articles to be published in the company’s monthly bulletin. Then I joined PPIB, UMS in 2004 and I have been teaching English Language skills to undergraduates for more than 15 years in PPIB, UMS. My area of expertise includes English as a Second Language, Second Language Learning and Second Language Writing. 

 

Priscilla Shak Yee Ping, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

PRISCILLA SHAK (PhD) is a Senior Lecturer at Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah. Her research focusses on ESP, educational technology, language assessment, and curriculum design. She authored Ready to Work: English for Employment (2021) and Social Media Marketing in English Training Module (2024).

Farous Izwan Abdul Aziz, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

Dr. Farous Izwan Bin Abdul Aziz is a Senior Lecturer at the Centre for the Promotion of Knowledge and Languages, Universiti Malaysia Sabah (UMS) Labuan International Campus, where he has been serving since 1 April 2022 (almost 4 years). He holds a PhD in TESL (Teaching English as a Second Language) and has pursued TESL studies continuously from his bachelor’s degree through doctoral level. He specializes in TESL and writing studies, with a strong research focus on improving the quality of students’ persuasive writing. He has presented and published numerous papers in the field of ESL writing and continues to contribute to English language education through both teaching and research. Outside academia, he enjoys creative writing as a personal hobby.

Shakiratul Hanany Abd Rahman, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

Dr Shakiratul Hanany Abd Rahman is a Senior Lecturer at the Centre for the Promotion of Knowledge and Language Learning at Universiti Malaysia Sabah. She holds a Bachelor of Education (Hons) in Teaching English as a Second Language (TESL) from Universiti Teknologi MARA (UiTM), Shah Alam, and a PhD in Education from the University of Warwick, UK. With over 14 years of experience in English language teaching, her research interests span TESL, drama and virtual drama, technology-enhanced language teaching, care ethics, and creative pedagogy. Her work reflects a strong commitment to exploring innovative and reflective approaches that enrich teaching and learning experiences in both physical and digital educational contexts.

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Published
2026-05-21
Issue
Vol 11 No 5 (2026)
Section
Articles

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