Profiling lecturers’ and students’ beliefs about literacy-related skills in an EMI university: a Q methodology study

Current research into academic literacy often focuses on individual components rather than a holistic view, with more studies conducted in Anglophone countries than in EMI (English-Medium Instruction) contexts. This study employs Q methodology, a trending method in Applied Linguistics for exploring subjective opinions, to examine lecturers’ and students’ perceived importance of various academic literacy components in an EMI context. A total of 13 lecturers and 18 students from social sciences disciplines participated in a Q-sort activity and a follow-up interview. Through Q analysis, students were categorized into three profiles: Enthusiastic Explorer, Strategic Player, and Independent Academic Skill Developer. Lecturers mainly held two perspectives towards students’ literacy: an Emancipative Approach and a Traditionalist Scholarly Approach. Among the profiles, shared consensus statements indicated areas of agreement. The findings highlight the diversity of academic literacy beliefs among lecturers and students, as well as nuanced views on multilingualism and technology. The study calls for increased dialogue among EMI stakeholders and researchers.