ABSTRACT
This chapter begins with descriptions of a series of pedagogical interventions to boost students’ comprehension of lectures and fulfilling the three psychological needs—the needs for autonomy, competence, and relatedness—within self-determination theory (SDT) in English-medium instruction (EMI). Then, a quantitative study (Study 3) to explore the impact of the pedagogical interventions is discussed. Pre- and post-surveys (N = 38) were administrated to Japanese students in an EMI Gender Studies course. Although the average score of EMI intrinsic motivation did not change, the results showed that 40 percent of the participants, who were not initially motivated, demonstrated an increase in their EMI intrinsic motivation. In addition, 20 percent of the participants with an initially high level of EMI intrinsic motivation maintained it. However, 40 percent of the participants who were initially motivated displayed a decline in their EMI intrinsic motivation. The results also showed that only the group of students who increased their EMI intrinsic motivation sustained their perceived comprehension of the EMI lectures throughout the course. It confirmed the necessity of self-efficacy to motivate students in EMI.
