Why do some students seem to thrive in English-medium classrooms, while others visibly disengage? A recent study from the University of Extremadura (Spain) explores the emotional impact of English Medium Instruction (EMI) on learners—and the findings offer valuable insights for ELT professionals.
The research surveyed 231 university students across bilingual & EMI programmes, using the Achievement Emotions Questionnaire to map their feelings—from pride & hope to shame & boredom.
Main findings:
- Pride topped the list of positive emotions, especially among women, who also reported higher levels of hope & enjoyment. But they felt more shame & anxiety than male peers, who skewed towards anger & boredom.
- Self-perceived English proficiency was a key factor: higher confidence = more enjoyment. Meanwhile, lower levels triggered shame—a stark reminder of how language barriers can morph into emotional ones.
- Programme design also mattered. Students in full EMI courses felt more positive than those in bilingual streams, where the sheer volume of English content seemed to amplify stress.
The study ties into broader theories, like Dewaele & MacIntyre’s work on Foreign Language Enjoyment (FLE) vs. Classroom Anxiety (FLCA), & Csikszentmihalyi’s concept of flow— which describes optimal engagement when challenge and skill are well matched.
What this research adds is a clear reminder: in EMI contexts, emotional factors aren’t secondary—they actively shape how students engage with both language & content.
In fact, the study lends new credibility to something language teaching pioneers have long argued: emotions matter. Consider Suggestopedia, often ridiculed for its use of soft chairs & classical music, but based on a serious belief that reducing anxiety & increasing confidence helps students learn more effectively. While the method itself may feel dated, its core message still holds up—emotional safety is a foundation for language learning, not an optional extra. The Extremadura study brings that principle into the EMI classroom, showing that how students feel about using English can be just as important as what they know.
Teacher Takeaways?
- Normalise struggle. If shame peaks with low proficiency, frame mistakes as milestones—not failures. Think “glow & grow” feedback. In other words teachers should also highlight students’ efforts & successes to help them stay motivated & confident.
- Gender-aware support. Women’s higher anxiety might stem from perfectionism; men’s boredom could signal under-challenge: Who knows- both may be a result of The Patriarchy at work! Tailor tasks accordingly.
- Scaffold confidence. Before diving into EMI, equip students with linguistic “survival kits”—key phrases, glossaries, or pre-recorded lectures.
How often do we pause to ask students how they feel about learning in English—not just how well they’re doing?
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