Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study

English-medium instruction (EMI) in higher education evokes a range of emotions in students due to its mix of benefits and challenges for learning and future career development. This study explores the relationship between emotions of hope, enjoyment, and pride and EMI motivation, operationalized as ideal L2 self , and ideal disciplinary self . A longitudinal mixed-methods design guided the collection of questionnaire ( N T1 = 746; N T2 = 405) and interview ( N = 13) data at an EMI university in China. Results from cross-lagged panel analysis of questionnaire data identified a bidirectional, asymmetrical emotion-motivation nexus, where ideal L2 self predicted emotions of hope, enjoyment, and pride, and these emotions in turn predicted ideal disciplinary self . Interview findings revealed a contextualized emotion-motivation nexus, which was reflective of an L2 self-image underpinned by English as a lingua franca ideology. Additionally, positive and negative emotions were inseparable in co-shaping students' ideal disciplinary self. Pedagogical implications are offered. University programs that use English as a medium of instruction have grown in lockstep with internationalization trends in higher education globally. Previous research suggests that students whose first language is not English experience tremendous learning difficulties and strong emotional turbulence in EMI programs. Drawing on a longitudinal mixed-methods design, this study unpacks the complex relationship between different types of motivation and emotional experiences of students in EMI university contexts. The results offer important pedagogical suggestions for educational policymaking, curriculum design, and teaching in EMI higher education worldwide to foster students' self-motivated learning and well-being. • Language- and discipline-related motivations co-drive learning in EMI universities • Cross-lagged panel analysis finds a bidirectional, uneven emotion-motivation nexus • Ideal language self evokes positive emotions of joy, hope and pride in EMI courses • Ideal language self reflects an ‘English as a global lingua franca’ ideology • Interviews find positive and negative emotions to co-shape ideal disciplinary self