Beyond the Threshold: Exploring English Language Proficiency, Linguistic Challenges, and Academic Language Skills of Japanese Students in an English Medium Instruction Programme

Autor/inn/en	Aizawa, Ikuya; Rose, Heath; Thompson, Gene; Curle, Samantha
Titel	Beyond the Threshold: Exploring English Language Proficiency, Linguistic Challenges, and Academic Language Skills of Japanese Students in an English Medium Instruction Programme
Quelle	In: Language Teaching Research, 27 (2023) 4, S.837-861 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aizawa, Ikuya) ORCID (Curle, Samantha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820965510
Schlagwörter	Japanese; Language of Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; International Trade; Business Administration Education; Native Language; Factor Analysis; Foreign Countries; Undergraduate Students; Barriers; Predictor Variables; Prior Learning; Student Attitudes; Language Tests; Language Skills; Student Motivation; Teaching Methods; Academic Language; Japan (Tokyo); Test of English for International Communication + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Trade; International relations; Handel; Internationale Beziehungen; Faktorenanalyse; Ausland; Prädiktor; Vorkenntnisse; Schülerverhalten; Language test; Sprachtest; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	This article examines the relationship between Japanese undergraduate students' English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening, speaking and writing) to experience a lower level of linguistic challenges. A total of 264 students were surveyed in Tokyo, Japan, and 13 follow-up interviews were conducted. Exploratory and confirmatory factor analyses confirmed the underlying factors in the EMI (English medium of instruction) Challenges Scale loaded onto a priori assumptions of dimensions falling along skill-based constructs. Analysis of questionnaire data revealed that English language proficiency (i.e. TOEIC score) was a statistically significant predictor of challenges in the EMI programme. While no clear discernible threshold was observed, the differences in perceived ease of study at different levels of English proficiency influenced the challenges students reported for each academic skill. Interview data uncovered the multi-faceted nature of how the thresholds are determined not only by language proficiency but also by other factors, such as prior content knowledge, motivation, and the classroom learning environment. Practical implications for pedagogy are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01