Journal Article

Transforming Self-Identity in EMI: The Interplay of Behavioral Engagement, Motivational Intensity, and Self-Efficacy

Huang, Wen-Chi

2025

Overview

This study investigates the dynamic relationships between self-efficacy, motivational intensity, and behavioral engagement and their effects on positive and negative self-identity among EFL learners participating in English Medium Instruction (EMI). Conducted with 390 undergraduate students from diverse academic disciplines, the research utilized a longitudinal design, administering pre- and post-intervention assessments of these constructs. A repeated measures MANOVA revealed significant improvements in all three independent variables, with behavioral engagement showing the largest gains, followed by motivational intensity and self-efficacy. Multiple regression analysis further demonstrated that these predictors collectively explained substantial variance in positive and negative self-identity. Behavioral engagement emerged as the most influential factor, positively enhancing self-perception, and mitigating identity conflicts, followed by motivational intensity and self-efficacy. The findings underscore the transformative potential of EMI, emphasizing the role of active participation, sustained motivation, and confidence-building in fostering positive self-identity while reducing negative self-perceptions. These insights highlight the importance of interactive and participatory pedagogical strategies, goal-oriented motivation, and scaffolded support in EMI contexts. By integrating these elements, educators can maximize the holistic benefits of EMI, preparing learners for global academic and professional opportunities. The study contributes to the growing body of research on EMI, offering practical implications for enhancing student engagement, motivation, and identity development. Future research is encouraged to explore the long-term impacts and contextual moderators of these relationships in diverse EMI settings.

• Publisher: MDPI AG
• Subject: Academic Achievement / Academic disciplines / Behavior / behavioral engagement / Bilingualism / College students / Colleges & universities / Competition / Course Selection (Students) / Creative Teaching / Cultural Maintenance / Educational Experience / Educational Facilities Improvement / Educational Methods / Educational objectives / Educational Quality / Educational Strategies / English / English as a Medium of Instruction / English as a second language / English as a second language instruction / English for academic purposes / English language / Equal Education / Foreign language instruction / Foreign students / Global Approach / Globalization / Higher education / Identity / Identity formation / Identity management / Influence / L2 self-identity / Language Dominance / Language proficiency / Language Skills / Learner Engagement / Learning / Learning Experience / Learning Motivation / Learning Problems / Linguistics / Moderators / Motivation / motivational intensity / Perceptions / Regression analysis / Research design / Self concept / Self-efficacy / self-efficacy and L2 self / Social aspects / Statistical analysis / Strategies / Student Motivation / Student participation / Teachers / Teaching / Teaching methods / Undergraduate students / Variables