Integration of English-language professionally oriented education in non-linguistic universities and the formation of supra-professional competencies of engineering students

Abstract

The study addresses the integration of English-medium professionally oriented instruction in non-language technical universities and quantitatively evaluates the influence of initial language competence and motivational structure on academic adaptation and the development of transversal competencies among engineering students; its relevance is driven by the expansion of English-medium programs and the high risk of academic difficulties among learners for whom the language of instruction is not native. The aim is to construct a prognostic model of success based on language proficiency level (CEFR), indices of intrinsic/extrinsic motivation, and the presence of pre-university language preparation; the empirical base comprises 412 international undergraduate and graduate students (2020-2023, three technical universities), methods include a mixed design with correlation-regression analysis, Students t-test, multiple linear regression (IBM SPSS), and thematic analysis of 25 interviews; outcome indicators are GPA, retention after two examination sessions, and a subjective adaptation assessment (SCAS approach). Strong associations were found between GPA and language level (r=0.721) and intrinsic motivation (r=0.588), as well as between subjective adaptation and the same predictors (r=0.653 and r=0.612); extrinsic motivation correlates weakly and is statistically non-significant, indicating limited prognostic value of orientation toward external rewards. Group comparisons showed a cumulative effect of extended EAP courses: with preparation 6 months, mean GPA is 45,67% higher, attrition risk is fivefold lower, and subjective integration is substantially better compared to no preparation; the regression model (adj. R2=0.683; 0.001) confirmed the dominant contribution of language level (Beta=0.533), the significance of intrinsic motivation (Beta=0.357), and an independent effect of long-term preparation (Beta=0.198), alongside a negative and non-significant coefficient for extrinsic motivation. The discussion notes that the success of EMI is determined by the synergy of instrumental readiness and intrinsic motivation, while pre-university preparation acts as a catalyst of academic and sociocultural entry; practical recommendations include mandatory risk diagnostics at admission, targeted placement into EAP, early cultivation of academic discourse and reflective skills, and the implementation of tutoring and motivational interventions, which simultaneously support the development of transversal competencies (communication, critical thinking, self-management) in engineering education.