English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong

Abstract

This study used the concept of desire in language learning to explore the first‐year English journeys of undergraduates at an English‐medium instruction (EMI) university in Hong Kong. Desire in language learning is an underexplored area in EMI research but a relevant concept for gaining a multilayered picture of the incentives and pressures of English. Using a collaborative research design, the study offers an account of 10 first‐year students with an IELTS band of approximately 5.5, lower than the institution's average. Thirty written reflections and 30 semi‐structured interviews formed the main data collection, gathered over the academic year. Thematic analysis showed that the learners desired more connection and confidence with English so that they could access academic and professional opportunities and identities. They desired a new English experience in which they could interact authentically and gain acceptance of their English skills. They encountered pressure and frustration with the EMI experience, ultimately making compromises in their imagined trajectories with English. Their strong desires for English, however, remained intact. The study shows the need for a well‐architected English experience for universities to fulfill the promises of EMI, especially for learners in the lower bands of English proficiency expected for EMI study.