Motivation in English Medium Instruction Classrooms from the Perspective of Self-determination Theory and the Ideal Self

Abstract

This study investigates student motivation in an English as a Medium of Instruction (EMI) environment at a Japanese university within the frameworks of self-determination theory and the L2 motivational self system. It explores (a) relationships between motivational regulations towards EMI, motivation to learn English, and motivation to learn content; (b) factors that influence motivational regulations towards EMI; and (c) different tendencies between a high motivation group and a low motivation group. The results indicate that attitude towards learning English and the ideal L2 self strongly influence intrinsic motivation in EMI,supported by perceived competency when compared to motivation to learn content. Significant differences were identified between the high and low motivation groups in their understanding, EMI self-study time, and motivational factors. These results imply that students who have a positive attitude towards learning English, imagine their ideal selves as English speakers, and have higher perceived competency are more motivated in EMI. Finally, educational implications and suggestions for future research are provided.