This study addresses the scarcity of research examining technology’s impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and selfefficacy.

Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor’s feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the university-wide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students’ uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

High quality and timely assessment feedback is central to student learning in higher education; however, written feedback has many limitations. One of the innovative approaches to delivering feedback to EFL learners is individualized audio-visual feedback (AVF) using screencast technology. Previous research on AVF has been extensively descriptive and mostly focused on student preferences for feedback and evaluation of various screencast software. The present study employed a mixedmethod design using pre-post writing tasks and pre-post questionnaires to investigate what particularly beneficial affordances this type of media-rich feedback might offer for writers in the English-Medium Instruction (EMI) classroom, to identify the effects of AVF on changes in learners’ motivation, and to explore students’ perceptions towards screencast feedback. The results suggest that AVF is positively received by EFL learners and that simultaneous visual cues and detailed explanations promote better understanding, engagement, and active listening. In addition, AVF significantly improves learners’ writing performance and academic motivation. The paper concludes with practical implications and suggestions for further research.