SUGIMOTO, Sayaka

ISSN：Online ISSN : 2185-7814, Print ISSN : 2185-7792

Outline：A growing number of universities in Japan have adopted English-medium instruction (EMI) and started offering classes in English. However, EMI has been implemented at such an unprecedented speed that the research in this area has fallen behind the practice. While the literature includes several case studies on student experiences at a single institution, very few studies have attempted to compare those at different institutions or in different departments. This exploratory study aims to contribute to filling this knowledge gap by comparing the experiences of students who enrolled in an EMI course in human sciences with those who took an EMI course in medicine. Employing a quantitative survey, the present study examined human sciences students’ EMI experiences, focusing on motivation, expected outcomes, coping strategies, perceived difficulties, and learning support needs. Despite the disciplinary differences, the comparative analyses revealed considerable similarities in motivation, expected outcomes, perceived difficulties, and coping strategies. However, the findings also highlighted differences in learning support needs, such as in the degree of importance that students placed on specific types of assistance.

ISSN：978-4-901352-58-1

Responsible Number of Pages：Depression as a Global Challenge and Online Communities as an Alternative Venue to Develop Patient-led Supportive Network (pp.173－180)

TextbookTotal Number of Pages：120ISBN：9784791934249

International conferenceOral presentation(general)

Outline： An increasing number of universities in Japan have implemented English-medium instruction (EMI) to teach academic subjects. Despite their popularity and prevalence, few studies have investigated the competencies required to successfully teach EMI courses in universities. This knowledge gap poses challenges when designing and implementing effective training programs or support systems for EMI instructors. To contribute toward filling this knowledge gap, I conducted semi-structured interviews with university instructors to explore their experiences of teaching EMI courses. Specifically, I examined the difficulties faced by them, competencies they believe EMI instructors should have, and types of professional development and additional support they wished to receive to effectively run EMI courses. The findings suggest that EMI instructors should not only have English-related competencies but also wider pedagogical and communicative skills to manage diverse interactions with and between students. I found that the interviewed EMI instructors tended to manage various challenges on their own, which highlights the need for faculty development programs or other opportunities where instructors can share their experiences and know-how to reduce redundant efforts on the part of others. Moreover, the findings emphasize the need for further research to identify the similarities and diversities of the unmet needs of EMI instructors.

International conferenceOral presentation(general)Venue：Gakushuin University, Tokyo

National conferenceOral presentation(general)Venue：WINC AICHI, Nagoya City, Aichi

National conferenceOral presentation(general)Venue：Nagoya Institute of Technology, Aichi

International conferenceOral presentation(general)Venue：Waseda University

National conferenceOral presentation(general)Venue：Tsukuba University

National conferenceOral presentation(general)Venue：Konan University, Kobe

International conferenceSymposium workshop panel(public)Venue：University of Bergen

National conferenceOral presentation(general)

National conferenceOral presentation(general)

National conferencePublic discourse

National conferenceOral presentation(general)

International conferenceOral presentation(general)

International conferencePoster presentation

International conferenceOral presentation(general)

International conferencePoster presentation