Learning Motivation and Anxiety in EMI

1. Understanding Motivation in EMI Contexts

Learning motivation is a critical factor influencing student engagement and performance in English-Medium Instruction (EMI) environments. In Asian higher education, students often view EMI as a pathway to international mobility and employability. This instrumental motivation coexists with integrative motives, such as the desire to engage with global knowledge communities or to communicate confidently with international peers.

Research indicates a dynamic interplay between motivation and academic outcomes in English Medium Instruction (EMI) contexts. High levels of motivation positively influence student satisfaction and academic performance, mediated through both cognitive and emotional engagement (Le & Nguyen, 2022). In more challenging EMI environments, where complex content can present difficulties, learning engagement has been shown to mediate the relationship between perceived stress and academic achievement, helping students to view difficulty as an opportunity for growth (Liu et al., 2025).

Furthermore, teacher support plays a crucial role in enhancing students’ intrinsic motivation and classroom participation. Supportive instruction helps fulfill essential psychological needs associated with belonging, competence, and self-efficacy, thereby contributing to a more positive and productive learning environment (Zhang & Hu, 2025).

These findings underscore the importance of robust institutional policies, including sustained language support systems and specialized EMI training for educators, to reduce linguistic barriers that may diminish motivation and impede learning (Alanazi & Curle, 2024). By cultivating supportive and engaging classroom conditions, EMI programs can reinforce student motivation, leading to stronger academic outcomes and more meaningful educational experiences (Huang & Chou, 2024).

2. Anxiety and Its Impact on EMI Learning

Anxiety in EMI classes is closely tied to linguistic competence, fear of negative evaluation, and classroom dynamics. Many Asian learners—accustomed to accuracy-focused education—experience anxiety when required to speak spontaneously in English. This phenomenon, often referred to as foreign language classroom anxiety (FLCA), can hinder comprehension, participation, and even test performance.

EMI-related anxiety also arises from academic expectations. Students fear misunderstanding complex disciplinary content due to limited vocabulary, while teachers may struggle to balance linguistic support with content delivery. The dual pressure to master both language and subject matter can heighten cognitive load and emotional tension.

3. Interplay between Motivation and Anxiety

Motivation and anxiety are two sides of the same coin: while motivation propels learners forward, anxiety can act as a brake. Moderate anxiety might stimulate focus and alertness, but persistent high anxiety often undermines motivation and learning outcomes. Teachers play a central role in maintaining this balance through positive reinforcement, scaffolding, and clear communication.

Collaborative tasks, peer feedback, and culturally sensitive teaching can reduce affective barriers. Encouraging students to reflect on their language progress and celebrate small victories helps sustain motivation while minimizing anxiety.

4. Pedagogical Strategies to Enhance Motivation and Reduce Anxiety

• Provide linguistic scaffolding: Use glossaries, visuals, and paraphrasing to ease comprehension.
• Create a safe space: Emphasize understanding over correctness to foster confidence.
• Encourage autonomy: Allow students to set learning goals and self-assess progress.
• Integrate emotional awareness: Discuss stress management and self-efficacy explicitly in class.
• Leverage technology: Tools such as AI-assisted feedback or voice training apps (e.g., SpeechAce) can personalize support.