Speaker
Description
The rapid growth of English-Medium Instruction (EMI) in higher education has meant the necessity of learner-centred interventions that reinforce students' academic success. Learner autonomy and classroom engagement are among such factors affecting learning via EMI. However, these constructs have frequently been analyzed in isolation and their relation has been poorly understood. This research paper provides a critical review of the research on learner autonomy and classroom engagement in EMI contexts. Basing itself on Self-Determination Theory, Sociocultural Theory and Constructivist Learning Theory, it interprets the research base to describe how autonomy fosters behavioral, emotional, cognitive, and agentic engagement. The paper also documents conceptual, theoretical, methodological, contextual and pedagogical gaps in the literature. According to these findings, an integrated conceptual framework is suggested that illustrates the mutual relationship of teacher autonomy support, learner autonomy, intrinsic motivation, and classroom engagement in EMI. Finally, pedagogical implications are discussed along with recommendations for future research. By assimilating previously divergent viewpoints, this review presents further insight into learner-centered pedagogy, offering a theoretical foundation for future EMI research.
Keywords: English-Medium Instruction, learner autonomy, classroom engagement, higher education, Self-Determination Theory, EMI