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The decision to introduce or expand EMI programs is often accompanied by neoliberal discourses without considering emotional effects of this on the individual. Through the lens of linguistic entrepreneurship, this study investigates the emotional impact of EMI on graduates from engineering programs in Turkey. Using a narrative inquiry design, we collected stories from four EMI graduates about their experiences regarding their academic studies and professional careers during and after EMI study. The results revealed that, although participants experienced different emotional reactions to EMI, including frustration over teaching practices, anxiety about the quality of their learning, and pride at their accomplishments, the interviews were characterized by feelings of obligation to develop English skills to secure a job in the sector. The findings contribute new understandings to the role of EMI on students’ emotional wellbeing and graduate outcomes. Results are discussed with respect to English language learning, neoliberalism, and higher education policy.
Şahan et al. (Sun,) studied this question.
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