English medium instruction (EMI) lectures have been growing in number as more universities worldwide seek to provide intercultural educational opportunities. While the lecture format is well‐established in tertiary education, EMI lectures represent a complex learning environment that is influenced by the spoken English proficiency of the lecturer and the listening abilities of the lecture attendees. Various factors can impact the relative success of participants in EMI lectures. Relevant theoretical and research‐based information on EMI lectures is described, including pedagogic implications and suggestions for both EMI lecturers and students attending such lectures.