Motivation, anxiety and classroom interaction in English-Medium Instruction: a qualitative insight into students’ experiences

Abstract

This article reports on empirical research examining the motivation and anxiety of 31 undergraduate students enrolled in English medium instruction (EMI) in two Spanish universities. Due to the scant literature on this topic in EMI, the article is intended to fill a research gap by analysing the interplay between classroom interaction, motivation and anxiety. The study aims to reach a better understanding of the driving forces to engage in English-taught programmes at tertiary level and assessing the extent to which motivation and anxiety affect such engagement. The investigation presents the results of an exploratory study screening students enrolled in the first and second years of several degrees –chemistry, computer science, electrical and mechanical engineering, and history. It took a qualitative approach, using focus groups to collect the data. The findings of the study underline the importance of students’ vision as speakers of English interacting fluently in all spheres of their future lives. The positive learning experience in EMI courses is backed by a general anxiety-free atmosphere, fostering student motivation and their engagement in classroom interaction.