Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme

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.

An Overview of the Utilization of TikTok to Improve Oral English Communication Competence among EFL Undergraduate Students

“…As a group of people who are studying overseas, Chinese international undergraduate students are doing so with the purpose of broadening their horizons as well as improving their English communication competence for the betterment of their future development in the modern digital world with the development of Web-2.0 in the context of Industry 4.0 [46].In accordance with the previous related research in this field, the significance of effective oral English communication skills play critical roles in EFL undergraduate students' international competitive competence in the modern global community as is shown by the demonstration of numerous researchers [7].English language communication competence plays a significant role in EFL undergraduate students' overseas study when studying in English-language medium [6].In this regard, it is crucial for students to master oral English in academic context for the betterment of their academic achievements [29]. Furthermore, students with better speaking skills are more confident in their first year studies and could help reduce their academic pressures of studying in English-medium academic contexts [5] .…”

“…Compared with traditional face-to-face learning mode, online-learning mode has brought challenges to these students to express their ideas in English language [11].However, even though the online learning and remote teaching can pose challenges to develop their communication skills, it is important to note that the use of digital tools, especially social media platforms, such as TikTok, can also help to alleviate these concerns. Based on the reviewed related literature, there is a lot of potential for social media platforms to help EFL undergraduate students achieve their academic success in their overseas pursuit of their degree with confidence as well as help develop their international competitiveness for the betterment of their future development [5].…”

Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach

“…Fourth, offering EMI teachers a better work environment is also another critical aspect of successful EMI. Arguably, students proficient in English can reduce EMI teachers' burden [15,43]. Notably, technology can also alleviate EMI teachers' burdens by diminishing the challenges they encounter in running EMI programs [24].…”

Student challenges and learning strategies at Hong Kong EMI universities

“…However, such a win-win scenario is only likely to happen in the context of the perfect readiness each participant, and the ambivalence of successful EMI implementation is a theme that has been continuously discussed in recent studies [ 10 ]. Many studies have emphasized that the success of EMI programmes can be achieved on the basis of certain conditions: first, students’ English proficiency must have reached a certain threshold for their comprehension of content instruction in English [ 13 – 15 ]; second, EMI lecturers must be equipped with fluent English communication skills, as well as professional knowledge in their disciplines and the pedagogical skills to provide effective scaffolding for both the content and language [ 16 , 17 ]; and third, only when universities provide sufficient teaching resources can EMI lecturers receive the necessary professional development to meet students’ learning needs [ 18 , 19 ]. For those whose first language is not English, this set of conditions might be harder to be fulfilled; the adoption of EMI education has therefore never been as smooth as expected.…”