Understanding Student Motivation for English Medium Instruction: Implications for Higher Education Internationalization

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Understanding Student Motivation for English Medium Instruction: Implications for Higher Education Internationalization

Dr. Fang-I Chu, Dr. Chih-Kai Lin, Dr. Joey Andrew Lucido Santos and Prof. Shao-Ting Alan Hung

ABSTRACT:

As English Medium Instruction (EMI) continues to expand as a key strategy for higher education internationalization, understanding how and why students choose to participate in EMI courses has become an important issue for both educational practice and policy development. While many institutions focus on increasing EMI course offerings, the sustainability of EMI implementation depends not only on access but also on students’ motivation to enroll in and persist in EMI learning. This qualitative study explores the motivational factors influencing students’ participation in EMI courses at a technological university in Taiwan, with particular attention to both initial course selection and sustained learning engagement.
Drawing on semi-structured online interviews with nine students and six instructors, the study employs thematic analysis to examine how EMI learning experiences are shaped by individual, instructional, and institutional factors. The findings indicate that students’ motivation was primarily shaped by instrumental and developmental considerations, including improving English proficiency, developing intercultural competence, and preparing for future academic and career opportunities. In addition, extrinsic influences such as graduation requirements, financial incentives, and perceived grading advantages played a significant role in course selection. Students’ sustained engagement in EMI courses was also closely related to pedagogical practices, including instructional clarity, classroom interaction, disciplinary relevance, and the flexible use of English and the native language.
The study highlights that EMI participation should be understood as a dynamic process shaped by both policy structures and classroom-level experiences. Rather than focusing solely on expanding EMI provision, higher education institutions need to consider how institutional policies, pedagogical design, and assessment practices interact to sustain student motivation throughout the learning process. In particular, supportive instructional practices, transparent evaluation criteria, and meaningful classroom interaction play a key role in enhancing students’ willingness to enroll in and persist in EMI courses. These findings suggest that effective EMI implementation requires a coordinated approach that aligns internationalization policies with learner-centered teaching practices. The study offers implications for higher education policymakers and educators seeking to strengthen the sustainability and effectiveness of EMI as part of broader internationalization strategies.

Keywords: English Medium Instruction (EMI); Student Motivation; Higher Education Internationalization; Educational Policy; Technological University