Exploring the emotional dimension of undergraduate students learning through two languages of instruction: a longitudinal approach

The present study explores how language of instruction influences students’ anxiety in higher education in the Basque Autonomous Community (BAC) in Spain. Given the minority status of Basque and the role of English as the main foreign language (FL) in the BAC, this study examined students’ emotional responses to learning in English-medium instruction (EMI) and Basque-medium instruction (BMI) courses. The sample consisted of 216 undergraduate students enrolled in three universities located in the BAC. A mixed-methods approach was used, in which quantitative data collected through a questionnaire analysed anxiety levels overall, and in relation to three variables (gender, linguistic repertoire and proficiency) from a longitudinal perspective. In addition, qualitative insights from interviews provided a deeper understanding of students’ perceptions and personal experiences in the classroom. The results indicated significant differences in anxiety levels between the EMI and BMI contexts, with higher anxiety levels observed in EMI courses. Moreover, while the effect of the three variables was also statistically significant, no changes in anxiety were found over time. Therefore, this study suggests that fostering language proficiency and providing tailored support could be crucial in helping students to cope with anxiety-related challenges, while enhancing the learning experience in multilingual educational settings.