English Medium Instruction and Affectivity in a Spanish Higher Education Institution: An Exploratory Study on Lecturers’ Attitudes, Feelings, and Self-Efficacy Beliefs

English Medium Instruction (EMI) can challenge lecturers’ beliefs, professional identity, and authority, which may have a negative influence on their self-esteem, confidence, and performance. Further research on the underlying affective dimensions of EMI teaching is necessary. To this end, we explore lecturers’ attitudes towards English and EMI, their feelings when teaching through EMI, and their beliefs about self-efficacy in EMI contexts. Furthermore, we examine how these affective dimensions correlate with each other. Data were collected from 41 lecturers by means of an online questionnaire and subjected to descriptive and correlational analysis. Results indicate that our participants hold positive attitudes towards English and EMI, tend towards positive feelings when engaged in EMI practice, and make a positive evaluation of their abilities in this context. Further analysis revealed strong intra-factor and cross-factor relationships among these affective dimensions. Our results lead us to suggest that EMI professional development programmes should complement linguistic/strategic training with a focus on affective variables.