This qualitative study explores the experiences of 22 Grade 11 students, aged 17–18, studying science subjects at
highly selective English medium instruction (EMI) schools. The study is guided by Dörnyei’s L2 Motivational Self System (namely,
the ideal/ought-to L2 self concepts) and Hajar’s (2019) distinction between compulsory
and voluntary strategies. Specific focus was paid to the participants’ English learning challenges, language learning strategies
(LLSs) and future selves. The data were collected from two rounds of semi-structured individual interviews with 22 participants.
The interview data revealed that most students indicated that although it was their parents’ decision to send them to outstanding
English-medium schools, they gradually realised that studying at this type of school fostered their identity formation as users of
English and helped them visualise their ideal end state. This end state related to professional, intercultural and academic gains.
The students reported that they sometimes faced challenges in understanding new terminology in science, along with using English
to answer their teachers’ questions. Despite these challenges, the students exercised their agency by valuing studying in a
resource-rich EMI environment, using certain effective strategies, and receiving fee-charging private tutoring. This study
highlights the importance of understanding language learners’ motivations for attending English private tutoring and how it
impacts their LLS use and future vision. Also, it reveals how educational policy and the distribution of language learning
resources can affect individuals’ LLS choices and use, and their identity development.
