Student satisfaction with EMI courses: the role of motivation and engagement

Abstract

Purpose In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses. Design/methodology/approach By using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses. Findings Students have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses. Originality/value This study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.

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