Affective Dimension in English-Medium Instruction in Higher Education

David Lasagabaster is Full Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. He publishes widely on topics within EMI, CLIL, second language acquisition and multilingualism. He serves on the editorial board of seven journals, including the International Journal of Bilingual Education and Bilingualism.Alberto Fernández-Costales is Associate Professor at the University of Oviedo, Spain. His research interests include EMI, language attitudes, motivation, language teaching methodology and audiovisual translation. He is Associate Editor of the Porta Linguarum and Perspectives journals.Flor de Lis González-Mujico is a Postdoctoral Researcher at the University of the Basque Country UPV/EHU, Spain. Her research explores self-concept and motivation, EMI, multilingualism, digital competence and language teaching methodology.

• ContributorsDavid Lasagabaster, Alberto Fernández-Costales and Flor de Lis González-Mujico: Introduction – The Impact of Affective Variables on EMI Programmes: A Close ExaminationPart 1: The Impact of Affective Factors on Identity and WellbeingChapter 1. Annette Bradford: Japanese Women Professors Traversing Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and Necessary AdventureChapter 2. Susan Coetzee-Van Rooy: Attitudes Towards Learning in English: A Language Portrait View from South African StudentsChapter 3. Rui (Eric) Yuan, Christy Xuyan Qiu and Tiefu Zhang: Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods ApproachChapter 4. Louise Dearden and Maggie Kubanyiova: Affect in Teacher–Student Relationships: Towards Ethical Encounters in Adult Language EducationPart 2: The Impact of Affective Factors on Academic ResultsChapter 5. Gene Thompson, Victoria Kim, Sihan Zhou and Ikuya Aizawa: L2 Proficiency and Affective Factors as Predictors of Content Knowledge Attainment: A Comparative Study of Learners from Japan and South KoreaChapter 6. Flor de Lis González-Mujico and Alberto Fernández-Costales: The Affective Dimension of Perceived Digital Competence and its Impact on Cross-Disciplinary Academic Outcomes in EMI EducationChapter 7. Kari Sahan: Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish UniversitiesPart 3: The Impact of Affective Factors on Classroom Practices and Perceptions Chapter 8. Fiona Dalziel and Marta Guarda: Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree ProgrammesChapter 9. Iratxe Serna-Bermejo and David Lasagabaster: University Students’ Beliefs about the Impact of EMI on Classroom InteractionChapter 10. Slobodanka Dimova and Christian Jensen: EMI Students’ Perceptions of Lecturers’ English Competences for TeachingChapter 11. Wenyun Jia, Xuehua Fu and Jack Pun: ‘It’s Difficult, but I Don’t Care’: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in ChinaErnesto Macaro: EpilogueIndex

The internationally recognized editors and authors of this volume provide a significant contribution to understanding how emotional and psychological factors shape EMI programs. Covering a broad spectrum of topics, from identity and well-being to academic outcomes and classroom practices, this volume offers valuable insights for educators and policymakers striving to enhance EMI experiences.