Motivation, Self-Efficacy, and Language Use in English Medium Instruction: Predictors of Academic Language Challenges
DOI:
https://doi.org/10.61173/h0xcdk69Keywords:
English Medium Instruction, motivation, self-efficacy, self-conceptAbstract
This study investigates how motivation, self-concept, self-efficacy, and L2 use interact to influence students’ experiences in English Medium Instruction (EMI). While EMI programmes are increasingly common worldwide, many students continue to face significant academic language challenges, especially in writing and speaking, even when their formal language proficiency is adequate. To address this issue, the study adopts a case study approach combined with a literature review. The quantitative phase surveyed 544 EMI undergraduates using validated questionnaires measuring motivation (with three sub-dimensions), self-efficacy, L2 use, and academic language challenges. The qualitative phase included six student focus groups and eleven teacher interviews to provide deeper contextual insights. The findings reveal that both self-efficacy and L2 self-concept strongly predict students’ ease of learning, while motivated behaviour and L2 use show limited effects. These results highlight the importance of self-beliefs rather than language frequency alone. The paper concludes that supporting students’ selfefficacy and positive self-concept can significantly reduce EMI challenges and improve academic outcomes.
References
[1] Lasagabaster, D. (2016) The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13: 315–332.
[2] Thompson, A. S., & Erdil-Moody, Z. (2019). Operationalizing multilingualism: Language learning motivation in Turkey. International Journal of Bilingual Education and Bilingualism, 22(3), 282–297. https://doi.org/10.1080/13670050 .2016.1239696
[3] Zhou, A., & Rose, H. (2021). Self-efficacy and Englishmedium instruction: A study of Chinese undergraduates. System, 98, 102476. https://doi.org/10.1016/j.system.2021.102476
[4] Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
[5] Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
[6] Schunk, D. H., & DiBenedetto, M. K. (2016). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 46, 91–97. https://doi. org/10.1016/j.cedpsych.2016.06.004
[7] Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2 × 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337–361. https://doi.org/10.1017/S0272263118000153
[8] Sahan, K., Kamaşak, R., & Rose, H. (2023). The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System, 114, 103016. https://doi.org/10.1016/ j.system.2023.103016
[9] Mercer, S. (2011). Towards an Understanding of Language Dean&Francis Tingting Li Learner Self-Concept. Dordrecht: Springer.
[10] Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English-medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(12), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690
[11] Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
[12] Macaro, E. (2018). English Medium Instruction: Content and Language in Policy and Practice. Oxford: Oxford University Press.
[13] García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.
[14] Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Downloads
Published
Issue
Section
License
Copyright (c) 2025 by the authors.
This work is licensed under a Creative Commons Attribution 4.0 International License.
