The Paradox of English‐Medium‐Instruction: How Disciplinary Culture and Medium‐Of‐Instruction Shape Beliefs About Language Learning

This study explored how disciplinary culture and instructional medium, specifically English‐medium instruction (EMI), influence university students' beliefs about language learning. Using a mixed‐methods design, 374 undergraduates from English language teaching (ELT), engineering and medical fields completed the Beliefs About Language Learning Inventory, and 22 students participated in semi‐structured interviews. Quantitative analyses revealed significant disciplinary differences across 21 of 34 items and EMI‐based differences in 11 items. Qualitative data triangulated these findings. ELT students reported high self‐efficacy and intercultural orientation, but stricter views on accuracy. Engineering students reported pragmatic, technology‐mediated strategies and instrumental motivation. Medical students showed lower confidence and functional orientations shaped by workload demands. EMI group displayed higher self‐efficacy and intercultural engagement. They also exhibited perfectionist views on accuracy and pronunciation. The results show how disciplinary culture and instructional medium shape beliefs in complex and sometimes paradoxical ways. Pedagogical implications are discussed in relation to EMI programs and disciplinary curricula.