Abstract:

The implementation of English as a Medium of Instruction (EMI) at the undergraduate level represents a major challenge for Spanish universities, aiming to promote internationalization while improving students’ English proficiency. Continuous exposure to English allows students to practise the language in an authentic disciplinary context, acquire technical terminology, and develop written and oral communication skills that are essential for academic and professional mobility. However, EMI also requires additional effort from both students and lecturers, particularly in laboratory-based courses where precise communication is crucial.

The Laboratory of Classical Analytical Chemistry - Qualitative Part is a compulsory second-year laboratory course in the Chemistry degree. It focuses on the application of the Carbonate Scheme for the qualitative detection of metallic cations, enabling students to connect theoretical concepts such as chemical equilibrium and reactivity with practical laboratory work. Through hands-on experimentation, students learn experimental procedures, safety and waste management practices, reaction mechanisms, and the interpretation of positive and negative assays, while developing laboratory skills and manual dexterity. All students perform the same experiment simultaneously, working in pairs, which ensures homogeneous learning conditions.

This study describes the implementation of EMI in this course, where English was used as the exclusive language for all teaching activities, including classroom interaction, teaching materials, assessment tasks, office hours, and the final examination. Students were also required to complete written assignments and take personal notes in English. The impact of EMI was evaluated using a mixed-methods approach, combining quantitative and qualitative data. Students’ language development was assessed through the analysis of written laboratory notebook and oral expression in the laboratory using predefined linguistic criteria (accuracy, use of technical terminology, fluency, and clarity of expression). In addition, anonymous questionnaires with Likert-scale items and open-ended questions were administered to both students and lecturers to evaluate perceived learning outcomes, workload, and overall satisfaction.

The results indicate an improvement in students’ ability to use scientific English accurately and confidently, particularly in written reports and oral interactions during laboratory sessions, without negatively affecting their understanding of chemical concepts or experimental performance. Survey data revealed a generally positive perception of the EMI experience, despite an acknowledged increase in workload. Both students and lecturers highlighted the value of EMI for developing transferable skills and recommended extending its implementation to other laboratory and theoretical courses within the degree programme.

Keywords:

Analytical chemistry, English, Laboratory, Student, University.