Exploring the emotional dimension of undergraduate students learning through two languages of instruction
A longitudinal approach
Bibliographic Data
| ID | 12738554 |
|---|---|
| Authors | Irene Alonso Arruabarrena (0009-0005-8564-6592, University of the Basque Country, corresponding author), David Lasagabaster (0000-0001-7750-2314, University of the Basque Country) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-02-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Multilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1479-0718 • E-ISSN: 1747-7530 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/14790718.2026.2627379 |
| OpenAlex | W7130371393 |
| Language | EN |
| References cited | 43 |
The present study explores how language of instruction influences students’ anxiety in higher education in the Basque Autonomous Community (BAC) in Spain. Given the minority status of Basque and the role of English as the main foreign language (FL) in the BAC, this study examined students’ emotional responses to learning in English-medium instruction (EMI) and Basque-medium instruction (BMI) courses. The sample consisted of 216 undergraduate students enrolled in three universities located in the BAC. A mixed-methods approach was used, in which quantitative data collected through a questionnaire analysed anxiety levels overall, and in relation to three variables (gender, linguistic repertoire and proficiency) from a longitudinal perspective. In addition, qualitative insights from interviews provided a deeper understanding of students’ perceptions and personal experiences in the classroom. The results indicated significant differences in anxiety levels between the EMI and BMI contexts, with higher anxiety levels observed in EMI courses. Moreover, while the effect of the three variables was also statistically significant, no changes in anxiety were found over time. Therefore, this study suggests that fostering language proficiency and providing tailored support could be crucial in helping students to cope with anxiety-related challenges, while enhancing the learning experience in multilingual educational settings.
Dimension (graph theory · Hofstede's cultural dimensions theory · Language acquisition · Language proficiency · Longitudinal study · Multilingualism · Perception · Teaching method · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Emotional Intelligence and Performance
Language Learning and Perfectionism
An Overview of Language Anxiety Research and Trends in its Development
The Motion of Emotion
Meeting the challenges of English-medium higher education
Second Language Anxiety and Achievement
Foreign Language Classroom Anxiety
Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners
Communicative anxiety in English as a third language
Anxiety and EFL
English as a medium of instruction
Gender differences in emotion expression in children
Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals
Anxiety in Chinese EFL students at different proficiency levels
Gender differences in the Foreign Language Classroom Anxiety Scale
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners
New speakers of minority languages
Enclosing native speakerism
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
| Citation velocity | historical |
|---|---|
| Highly cited | No |