Abstract
Driven by the recent paradigm shift in Algerian higher education towards English as a Medium of Instruction (EMI), this study investigates the motivational orientations of first-year medical students towards learning medical English. Drawing on self-determination theory as its theoretical framework, the research examines the interplay between amotivation, extrinsic motivation, and intrinsic motivation within an English for Medical Purposes (EMP) context. Data were collected through a quantitative research design using a self-administered questionnaire adapted from Noels et al.’s (1999) language learning orientations scale and administered to 91 students at the University of Oum El Bouaghi. The results, analysed via descriptive statistics, indicate that participants exhibit remarkably low levels of amotivation, suggesting a clear recognition of the purpose and utility of the course. Furthermore, findings reveal a robust, balanced motivational profile characterised by a high degree of intrinsic motivation, particularly stimulation, alongside self-endorsed extrinsic motives, most notably identified regulation. These results suggest that while external academic requirements influence engagement, the primary drivers for language acquisition are personal interest and the internalised relevance of English to the students’ future professional identities. The study concludes that fostering autonomy-supportive learning environments is essential to sustaining this autonomous drive and ensuring meaningful engagement within evolving EMI medical faculties.