This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from Anglophone and non-Anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.
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Contributors
David Lasagabaster, Alberto Fernández-Costales and Flor de Lis González-Mujico: Introduction – The Impact of Affective Variables on EMI Programmes: A Close Examination
Part 1: The Impact of Affective Factors on Identity and Wellbeing
Chapter 1. Annette Bradford: Japanese Women Professors Traversing Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and Necessary Adventure
Chapter 2. Susan Coetzee-Van Rooy: Attitudes Towards Learning in English: A Language Portrait View from South African Students
Chapter 3. Rui (Eric) Yuan, Christy Xuyan Qiu and Tiefu Zhang: Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods Approach
Chapter 4. Louise Dearden and Maggie Kubanyiova: Affect in Teacher–Student Relationships: Towards Ethical Encounters in Adult Language Education
Part 2: The Impact of Affective Factors on Academic Results
Chapter 5. Gene Thompson, Victoria Kim, Sihan Zhou and Ikuya Aizawa: L2 Proficiency and Affective Factors as Predictors of Content Knowledge Attainment: A Comparative Study of Learners from Japan and South Korea
Chapter 6. Flor de Lis González-Mujico and Alberto Fernández-Costales: The Affective Dimension of Perceived Digital Competence and its Impact on Cross-Disciplinary Academic Outcomes in EMI Education
Chapter 7. Kari Sahan: Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish Universities
Part 3: The Impact of Affective Factors on Classroom Practices and Perceptions
Chapter 8. Fiona Dalziel and Marta Guarda: Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree Programmes
Chapter 9. Iratxe Serna-Bermejo and David Lasagabaster: University Students’ Beliefs about the Impact of EMI on Classroom Interaction
Chapter 10. Slobodanka Dimova and Christian Jensen: EMI Students’ Perceptions of Lecturers’ English Competences for Teaching
Chapter 11. Wenyun Jia, Xuehua Fu and Jack Pun: ‘It’s Difficult, but I Don’t Care’: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in China
Ernesto Macaro: Epilogue
Index
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Alberto Fernández-Costales is Associate Professor at the University of Oviedo, Spain. His research interests include EMI, language attitudes, motivation, language teaching methodology and audiovisual translation. He is Associate Editor of the Porta Linguarum and Perspectives journals.
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