Challenges and Psychological Influences in Teaching English as a Medium of Instruction in Pakistani Institutions

Abstract

Teachers in Pakistan are having a tough time using English as a Medium of Instruction (EMI) to teach in ESL classrooms and psychological influence that handicapped them in potential learning outcome. Given these issues, this study explores the reasons of their perceived challenges. Using a qualitative approach, in-depth interviews were conducted with teachers to gain insights into the difficulties they face. First, the Linguistic barriers, such as English as second language (ESL) learners don't know English well enough. It's hard for them to understand & take part in class. Teachers have to make things simpler & change how they teach. Second, Pedagogical adjustments, where teachers use more pictures & hands-on stuff. This means more work for them. They're trying to teach both the subject & English at the same time. Lastly lack of institutional support signifies that teachers don't get enough training or the right tools to teach in English. To fix this issues, it is needed to help students get better at English performance. In addition, teachers should be given special training. Finally, it should be made sure that teachers have the right stuff to teach in English. These support mechanisms are crucial for improving the effectiveness of EMI in Pakistani classrooms. The study concludes that without addressing these challenges and eradicating psychological barriers the success of EMI in Pakistan will remain limited, as teachers continue to face the dual burden of teaching both content and language without sufficient institutional backing. Recommendations for future research include exploring student-centered approaches to EMI and investigating the role of professional development in enhancing teacher preparedness.