Achievement Goals, Reading Efficacy, and Self-Regulated Learning in EMI: Their Impact on University Students' Performance

Abstract

Achievement goals play a crucial role in higher education, shaping students' self-perceived competence, knowledge mastery, and academic performance. In English-Medium Instruction (EMI) contexts, students' motivation to engage with academic textbooks is further influenced by subject-specific knowledge and linguistic challenges. This study examines the predictive roles of achievement goals, reading efficacy, reading involvement, and Self-Regulated Learning (SRL) strategies in university students' academic performance in an EMI course. A questionnaire survey was conducted with 256 university students enrolled in an EMI course in Taiwan. Hierarchical multiple regression analysis revealed that reading efficacy was the strongest predictor of academic achievement, followed by performance-avoidance goals, organization strategies, reading involvement, and time/study environment strategies. Students perceived elaboration and organization as the most effective SRL strategies, whereas effort regulation and time/study environment strategies were rated less effective. Additionally, students' views on metacognitive self-regulation strategies varied, with their effectiveness largely depending on students' comprehension of English and course content. These findings offer insights into the interplay between motivation, reading engagement, and SRL strategies in EMI contexts, highlighting the need for targeted instructional support to enhance students' self-regulated learning and academic success.