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Article In: Journal of English-Medium Instruction: Online-First Articles

A longitudinal narrative inquiry

Comparing EME and non-EME students’ educational experiences in a private business university

ORCiD logo with link | Universidad Complutense de Madrid
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Abstract
This study employs a longitudinal narrative inquiry to investigate how language-of-instruction pathways influence student experiences at a private Spanish business university. Comparing English-medium education (EME) and the non-EME alternative of Spanish-medium education (SME), the study addresses the gap left by single-track investigations. Over two years, four participants were followed. Grounded theory analysis via MAXQDA explored the interplay between students’ inner views (self-concept and self-efficacy) and outer views (language proficiency gains, academic success, future professional opportunities, parental influence, and English for academic purposes support). Findings indicate that L2 self-concept and parental expectations influence initial programme choice. The inquiry further shows how internal justifications can facilitate or hinder progress, revealing a reciprocal relationship between English for academic purposes provision and internal development that is often overlooked by cross-sectional research. This longitudinal perspective demonstrates that the educational experience is not a result of the language medium alone but emerges through ongoing negotiation between external conditions and students’ internal responses. The study consequently advocates for multiple linguistic pathways supported by an integrated English for academic purposes framework to ensure sustained support throughout the undergraduate journey.
Article outline
  • Introduction
  • Theoretical foundations
  • Literature review
    • Inner views on educational experience
    • Outer views on educational experiences
  • Methodology
    • Data collection: Setting and participants
    • Data collection procedures
    • Data analysis
  • Findings
    • Emerging themes
    • The narratives
      • Carla: Family influence, prioritising comfort, and enhanced self-efficacy through EAP
      • Maria: A pragmatic approach to academic success and English proficiency
      • David: Parental influence and EME-related employability
      • Ines:Confidence, opportunities and the transformative power of EAP
  • Discussion
    • Students’ inner views: Self-concept and self-efficacy
  • Conclusion
  • Acknowledgements
  • Note
  • References
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