The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108, Kamaşak, R. and 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. ISSN 0346-251X doi: 10.1016/j.system.2023.103016

Abstract/Summary

This paper reports on a mixed-methods study investigating the factors that predict the severity of language challenges in EMI contexts. Data were collected through questionnaires, interviews, and focus groups at a private university in Istanbul. Questionnaire data were collected from EMI students (n = 544) across a variety of disciplines, and interviews (n = 11) and focus groups (n = 6) were conducted with teachers with students, respectively, from a social sciences faculty of the university. Quantitative data were analyzed using multiple regression analysis, and a significant relationship was found between students' motivation, perceived competence, self-efficacy, the amount of L2 used in the classroom and students' challenges. Among these four factors, self-efficacy and motivation had the greatest predictive power in determining students' challenges in EMI courses. The analysis of qualitative data revealed complexities related to students' language learning and academic self-efficacy, as well as their motivation on EMI courses, and the findings highlight the importance of building students’ self-beliefs in EMI. Implications are discussed with respect to EMI pedagogy, language support, and future directions for research.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/111086
Identification Number/DOI	10.1016/j.system.2023.103016
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Elsevier
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