EMI Challenges in Japan’s Internationalization of Higher Education

Aizawa, Ikuya; McKinley, Jim

doi:10.1007/978-3-030-47860-5_2

Cited by 24 publications

(14 citation statements)

References 38 publications

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“…Similar studies are necessary to examine the effectiveness of the EMI policy in other countries where such programs are popular, such as Japan, France, and the Netherlands [see]. 27–29 …”

Section: Discussionmentioning

confidence: 99%

“…Similar studies are necessary to examine the effectiveness of the EMI policy in other countries where such programs are popular, such as Japan, France, and the Netherlands [see]. [27][28][29] The study explored the use of EMI in the Arab Gulf Region to teach and learn healthcare subjects in higher education. In the Gulf region, researchers and policymakers should investigate and examine the effectiveness of EMI in higher education to improve the quality of education.…”

Section: Discussionmentioning

confidence: 99%

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English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

Alhamami¹,

Almelhi²

2021

JMDH

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Background Using English as a medium of instruction (EMI) in non-English speaking countries to teach healthcare subjects has been questioned in various international healthcare educational contexts, despite the numerous benefits it offers to students and institutions. Purpose The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia. Methods The study used three instruments: alumni records (n = 3,044), instructors’ questionnaires (n = 134), and students’ questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences. Results The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students’ perspectives and healthcare instructors’ views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students’ academic achievement, especially if the students lack fluency in English. Conclusion Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs.

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“…Similar studies are necessary to examine the effectiveness of the EMI policy in other countries where such programs are popular, such as Japan, France, and the Netherlands [see]. 27–29 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

Alhamami¹,

Almelhi²

2021

JMDH

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“…In these non‐European contexts (as one reviewer pointed out) the language of instruction may be dictated more at the national level than the individual institutional level. Indeed in contexts such as Japan, some researchers have noted that “the drive for EMI normally comes from policymakers, HE administrators and university leaders, often in response to government initiatives” (Aizawa & McKinley, 2020: p. 33), in an aim to produce globally competitive domestic graduates. This is compared to Europe, where EMI originally dominated postgraduate degrees due, in part, to stakeholder efforts to increase the use of English as the dominant language of academic research (compare for example EMI HE policies in China and Japan with the absence of policies in European countries such as Italy or Germany)…”

Section: Discussionmentioning

confidence: 99%

The profiles of English medium instruction teachers in higher education

Macaro

Şahan

Rose

2021

Int J App Linguistics

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The global growth of English Medium Instruction (EMI) in higher education and international mobility of faculty and students necessitates that we better understand commonalities of teachers in these emerging contexts. This paper reports on a survey of 461 EMI university lecturers from more than eight countries which attempted to discern the various profiles of EMI teachers at an international level. Data explored teachers’ disciplines, age, experience, professional development, teaching contexts, and the role of English proficiency in their professional capacity. Results revealed statistically significant differences in profiles according to the disciplines and country of residence of the teachers. For example, teachers in the Natural Sciences and those in Spain were more likely to report having opportunities for teacher training and EMI certification.

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“…Recent statistics show there was a fifty-fold growth in English-taught bachelors programs in Europe over a period of eight years (from 55 in 2009 to 2,900 in 2017), with the greatest proportion of programs (>26%) offered in the field of business and management (Sandstr€ om & Neghina, 2017). In Japan, EMI has been actively encouraged via a string of aggressive government initiatives to internationalize higher education, but this trend has been accompanied by several challenges associated with the lower relative English proficiency of the general student population (Aizawa & McKinley, 2020). A growing concern of the EMI phenomenon is student preparedness to undertake education in English, which is especially concerning due to many programs having no centralized language proficiency requirements for admission.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating self-beliefs and success for English medium instruction learners studying finance

Thompson

Takezawa

Rose

2021

Journal of Education for Business

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English is increasingly being used as a medium instruction in business education at the tertiary level, with its growth fueled by university internationalization. As a result, many students enrolled in English medium business programs are learning through a second or foreign language, with variant levels of prior knowledge and experiences. This raises questions over the impact these factors have on students' ability to succeed. This paper reports on an investigation of the extent that English language proficiency, mathematical ability, English self-efficacy, mathematical self-efficacy, experience overseas, and gender predict success in studying finance in English at a university in Japan.

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EMI Challenges in Japan’s Internationalization of Higher Education

Cited by 24 publications

References 38 publications

English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

English or Arabic in Healthcare Education: Perspectives of Healthcare Alumni, Students, and Instructors

The profiles of English medium instruction teachers in higher education

Investigating self-beliefs and success for English medium instruction learners studying finance

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