FACTORS AFFECTING THE EFFECTIVENESS OF ENGLISH – MEDIUM INSTRUCTION PROGRAM IN MATHEMATICS EDUCATION: AN EFA–CFA STUDY

Abstract

This study aims to identify the underlying factors influencing the effectiveness of English-medium instruction (EMI) at mathematics programs among pre-service mathematics teachers and to assess the reliability and validity of these factors for future research applications. A five-point Likert-scale survey was developed based on a synthesis of existing literature. Data were collected from 372 students enrolled in EMI mathematics courses and were randomly divided into two equal subsets: one for Exploratory Factor Analysis (EFA) and the other for Confirmatory Factor Analysis (CFA), each comprising 186 participants. The EFA revealed a four-factor structure that accounted for 61.134% of the total variance. Subsequent CFA confirmed the model, with fit indices indicating strong reliability and acceptable convergent validity. The four latent factors identified were: (1) Learners’ personal competence and psychological attributes, (2) Lecturers’ teaching competence in English-mediated instruction, (3) Institutional support, and (4) Perceived learning effectiveness. These findings provide a robust empirical foundation for the refinement and enhancement of EMI-based mathematics education in teacher training programs.