Acceso usuarios
Mehmet Altay
Research on English Medium Instruction (EMI) enrolment has predominantly highlighted several factors, including academic aspirations, career advancement, and language proficiency as key determinants of students’ choices. However, given their developmental stage, many students are influenced by external guidance from parents, teachers, and institutional expectations rather than making fully autonomous decisions. Such reliance can lead to impressionable decision-making, where individuals internalise external expectations without critically evaluating their own academic and professional trajectories. This study examines the role of external influences in shaping EMI enrolment through the lens of the Pygmalion effect, a psychological phenomenon in which individuals conform to perceived expectations. Employing a mixed-methods research design, the study reveals that students driven by external pressures exhibit lower satisfaction and academic engagement. The findings highlight the need for heightened awareness of the Pygmalion effect within EMI policy and practice to empower students to make informed and autonomous choices.
