The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education

This paper reports on a mixed-methods study investigating the factors that predict severity of language challenges in EMI contexts. Data were collected through questionnaires, interviews, and focus groups at private university Istanbul. Questionnaire data from students (n = 544) across variety disciplines, interviews 11) 6) conducted with teachers students, respectively, social sciences faculty university. Quantitative analyzed using multiple regression analysis, significant relationship was found between students' motivation, perceived competence, self-efficacy, amount L2 used classroom challenges. Among these four factors, self-efficacy motivation had greatest predictive power determining courses. The analysis qualitative revealed complexities related to learning academic as well their courses, findings highlight importance building students’ self-beliefs EMI. Implications are discussed respect pedagogy, support, future directions for research.