A comparative study of Japanese and English medium instruction: the driving factors behind academic success

EMI Vocabulary Support in High School Mathematics: A Quasi-experimental Study in Taiwan

“…Based on the findings of the present study, we tentatively claim that EMI is not primarily centered around the English language itself, but rather focuses on pedagogy and providing diverse support to help students manage potential language barriers in the EMI class of this study. As observed, the foreign language in EMI practice is not necessarily a barrier but potentially benefited both the content and language learning (Aizawa, 2023;Stohler, 2006). As we have found that effective EMI delivery, together with students' academic vocabulary knowledge (Hong & Basturkmen, 2020), could mitigate the potential negative learning impact instead of causing the alleged learning loss in an L2 environment (Civan & Coskun, 2016;Peng & Xie, 2021).…”

“…The personal and instructional factors that possibly mitigate the EMI barrier include student motivation, attitude towards EMI, and pedagogical approaches (e.g., Li & Wu, 2018). As the literature has suggested, EMI effectiveness can be increased by proper academic support (Aizawa, 2023;Peng & Xie, 2021). Yet, the specific types of instructional support that can improve EMI learning outcomes remain uncertain.…”

“…The learning effectiveness in EMI and non-EMI classes, as revealed in the past studies, is not conclusive. According to a recent review (Aizawa, 2023), it remains uncertain whether the instructional strategy is an influencing factor, or more specifically if the MoI affects academic learning. A few studies reported a statistical difference in learning outcomes between EMI and non-EMI settings (Civan & Coskun, 2016;Peng & Xie, 2021), while other studies found no significant difference (Arroyo- Barrigüete et al, 2022;Dafouz & Camacho-Miñano, 2016).…”

“…A few studies reported a statistical difference in learning outcomes between EMI and non-EMI settings (Civan & Coskun, 2016;Peng & Xie, 2021), while other studies found no significant difference (Arroyo- Barrigüete et al, 2022;Dafouz & Camacho-Miñano, 2016). Aizawa (2023) argues that learning effectiveness can be achieved with a combination of effective institutional and academic support; it is also noted that technology integration can potentially play a vital role in enhancing the learning effectiveness in EMI setting (Lee, 2003;Min et al, 2019). Either the online learning activities or the computer-mediated terminology pretraining has been found to enhance learners' performance (e.g.…”