Students’ English-medium instruction motivation in three English-medium instruction courses in China

Abstract

English-medium instruction (EMI) has been spreading rapidly as the result of China’s movement to internationalize its HEIs (higher education institutions). However, there is a dearth of research studies on students’ motivation in EMI contexts, which should not only explore students’ Foreign Language Learning (FLL) motivation in isolation but the highlights of integrating both content and language learning as a complex. This paper specifically reports on the development of students’ EMI motivation and anxiety over one semester and compares three disciplines: International Trade, Film Production, and Project Management. Pre-post questionnaires and post focus group interviews were administered to students. Results showed that students generally had high EMI motivation and anxiety though the levels decreased from pre to post phases. The International Trade group had greater motivation, particularly instrumental motivation. Findings are discussed in relation to the existing literature and the local context. Pedagogical and institutional-level implications for policies are also provided.

Understanding the Japanese University Students’ Motivation and Demotivation in Attending EFL Classes

“…Another finding on Japanese university students' motivation to attend EFL classes pertains to improving one's English competence and learning English in general is categorized as intrinsic motivation. This finding substantiates studies that stress the importance of motivation, autonomy, and language learning benefits in encouraging students to attend English classes and improve their English competence (Kojima & Yashima, 2017;Teeter, 2017;Zhang & Pladevall-Ballester, 2022).…”