Approach to amotivation and demotivation in learning content with English as a Medium of Instruction (EMI) in Higher Education at a Spanish university

Abstract

The international role of English as lingua franca has led educational institutions in many countries to promote the inclusion of English within their systems, including the university level. In this latter case in particular the use of English has grown exponentially in recent years; a circumstance that has caused a number of implementation issues that need to be examined. Therefore, the purpose of this paper is twofold: (1) to confirm whether or not there is evidence of amotivation and demotivation regarding the use of EMI at university level that may serve as grounds for a subsequent quantitative research and (2) to test the open-ended questions of an ad hoc suggested form including specific questions on EMI. Regarding the first purpose, the results obtained confirm that those students who study with EMI experience both amotivation and demotivation. Specifically, answers offer data on the limitations of programmes regarding the degree of information offered to students during the stage prior to their choice, as well as regarding the emotional insecurities they face, the additional strain an academic year with EMI poses and other related methodological issues during the process, among others. The second purposed is fulfilled since empirical data allowing for the design of the final questionnaire and preventing any prior inclination or biases of the researcher have been collected.