Motivation, Self-Efficacy, and Language Use in English Medium Instruction: Predictors of Academic Language Challenges

Abstract

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.