ABSTRACT
This chapter aims to contribute some empirical evidence concerning two factors: stakeholders' attitudes towards English-Medium Instruction (EMI) and students' English learning motivational intensity. It aims to bridge the gap by adopting Y. Gao questionnaire items to measure the English learning motivational intensity and explores the relationship between the intensity level and the focal variables relating to EMI. Aspects of EMI in the Chinese context have been examined from perspectives such as classroom pedagogy and perceptions of stakeholders including parents, students and teachers. The chapter seeks to address four research questions: What is the extent of support for EMI amongst college students in our focal university, which is a less privileged institution? What do these students perceive are the effects of EMI? What is the English learning motivational intensity for these students? and Are there any significant correlations among the focal variables? The chapter concludes with the language-in-education policy implications and possible directions.
