English-medium instruction (EMI) has become a defining feature of the internationalisation of higher education, yet research in this area has long privileged cognitive, linguistic, and achievement-oriented perspectives (Curle et al., 2025). Despite the rapid expansion of EMI scholarship, affective dimensions such as emotion, identity, wellbeing, motivation, and belief systems have frequently been treated as peripheral rather than constitutive elements of teaching and learning (Rose et al., 2026). The Affective Dimension in English-Medium Instruction in Higher Education addresses this imbalance directly. The edited volume offers a sustained and empirically grounded examination of affect as a central lens through which EMI practices, experiences, and outcomes can be more fully understood.
Samantha Curle (Thu,) studied this question.