STUDENT AND ACADEMIC STAFF PERCEPTIONS OF MOTIVATION IN ENGLISH-MEDIUM INSTRUCTION: INSIGHTS FROM A ROMANIAN COMPUTER SCIENCE STUDY PROGRAMME
STUDENT AND ACADEMIC STAFF PERCEPTIONS OF MOTIVATION IN ENGLISH-MEDIUM INSTRUCTION: INSIGHTS FROM A ROMANIAN COMPUTER SCIENCE STUDY PROGRAMME

Summary/Abstract: This study investigates the motivational factors influencing Romanian students’ decision to enrol in English-Medium Instruction (EMI) programmes, with a focus on the intersection of language and content learning. While EMI has gained prominence in higher education, limited research exists on the motivations of students in the Romanian context. This paper addresses this gap by examining the motivations of Computer Science students at the Faculty of Automation, Computers, and Electronics (FACE), University of Craiova. Through a questionnaire-based survey, the study identifies intrinsic and instrumental motivations as predominant drivers for EMI enrolment (Deci and Ryan, 1985; Dörnyei, 2001, 2009, aligning with findings from Content and Language Integrated Learning (CLIL) contexts (Somers and Llinares, 2018). Additionally, the research highlights the opportunities and challenges students face when engaging with academic content in a foreign language. The findings contribute to the broader understanding of contemporary trends in English language studies by offering insights into the motivational factors of EMI students and the implications for curriculum design and language support in higher education.

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