Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction

Abstract

In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students' academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence, Coordination, Control, Composure and Commitment), this study aims to understand how 14 highly buoyant EMI students from a higher education institution in Spain handle daily academic adversity. Qualitative data were generated from four focus groups and one interview and were analyzed employing a person-oriented approach to academic buoyancy. Findings reveal that highly buoyant EMI students: (1) exhibit high self-efficacy and confidence in using English; (2) maintain composure and low academic anxiety; (3) demonstrate sustained commitment by adopting proactive “fight” responses, driven by future-oriented mindsets; (4) display strong coordination skills and effectively employ self-regulated learning strategies; and (5) show a strong sense of control over their academic success, facilitated by a focus on effective communication and content learning. Based on these findings, a framework for the assessment and enhancement of (EMI) students’ academic buoyancy has been developed. Overall, this study highlights the significance of the 5-Cs framework in the study of academic buoyancy while unveiling the multidimensional and interconnected nature of its components.