About
Samantha Curle
University of Bath
Research Areas:
Applied Linguistics
English Medium Instruction (EMI)
Bilingual Education
Artificial Intelligence in EMI
Research Methods
Quantitative Data Analysis
Research interests
My research interests are in the vast implications of the use of English to teach and learn academic subjects in higher education across the globe; namely, English Medium Instruction (EMI). My current research projects focus on Success in EMI, as well as the use of AI in EMI.
Teaching Activities
Alongside my interest in teaching topics in Applied Linguistics, I also teach Advanced Quantitative Research Methods (AQM) and the statistical computing software R. I teach on the MRes in AQM, MA in Teaching English to Speakers of Other Languages (TESOL), MA in Education, and EdD programmes. I am also the Director of all MRes programmes (Faculty of Humanities and Social Sciences), and Institutional Academic Lead for the South-West Doctoral Training Partnership (SWDTP).
Psychological and Motivational Dynamics in English‑Medium Instruction: Empirical Insights and Pedagogical Imperatives
Outline
This keynote addresses the psychological and motivational challenges faced by students studying through English as a Medium of Instruction (EMI), drawing on empirical evidence from higher education contexts in Turkey, China, and the UK. Curle and colleagues’ mixed-methods research in Turkey (n = 143) highlights the significant role of instrumental and integrative motivation in predicting academic success, with English proficiency emerging as the strongest predictor, accounting for around 90% of variance in EMI achievement. Qualitative data from the same study reveal the importance of task value and learner confidence in shaping motivation. Further insights are drawn from Curle et al.’s work in China, which applies Situated Expectancy-Value Theory to examine motivational dynamics in a transnational university. Findings show that both perceived competence and task value independently and interactively influence student outcomes. Finally, Curle’s research with Consoli, conducted in a UK language centre during the post-COVID period, explores online learner engagement, identifying cognitive, behavioural, and affective factors—such as emotional investment and reflective depth—as critical to authentic engagement.
Bringing together these studies, the keynote presents a theoretical framing grounded in Expectancy-Value Theory and the L2 Motivational Self System, illustrating how motivation, engagement, and learner emotions interrelate to shape EMI learning outcomes. Practical strategies for EMI educators will be outlined, including approaches to enhance task value, foster self-efficacy, and address learner anxiety. The session will conclude by reflecting on broader policy implications for supporting psychological wellbeing and motivation in EMI classrooms.