Motivational drivers and barriers in learning English for Medical Purposes: Perceptions of Hungarian medical students and EMP teachers

As English for Medical Purposes (EMP) becomes increasingly important in non-English-medium higher education, understanding what drives or hinders students' motivation is essential. This study explores the perceptions of Hungarian medical students and their EMP teachers regarding key motivational drivers and barriers. Using a dual-perspective design, we administered a purpose-built, forced-choice questionnaire to 283 students and 20 teachers across Hungary's four medical schools. The findings reveal strong alignment in identifying career goals and personal interest as key motivators, and demanding schedules, anxiety, and fear of failure as main demotivators. EMP teachers placed greater emphasis on their own instructional role, indicating a high degree of professional responsibility. The study highlights the value of outcome-based curriculum design, formative assessment, and context-rich, learner-centered instruction. It also supports pedagogical strategies such as integrating EMP with medical content, fostering psychologically safe classrooms, and empowering teachers through institutional support. These insights offer practical guidance for enhancing motivation-sensitive EMP instruction in similar higher education settings.