دورية أكاديمية
Beyond the Threshold: Exploring English Language Proficiency, Linguistic Challenges, and Academic Language Skills of Japanese Students in an English Medium Instruction Programme
| العنوان: | Beyond the Threshold: Exploring English Language Proficiency, Linguistic Challenges, and Academic Language Skills of Japanese Students in an English Medium Instruction Programme |
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| اللغة: | English |
| المؤلفون: | Aizawa, Ikuya (ORCID |
| المصدر: | Language Teaching Research. Jul 2023 27(4):837-861. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| مصطلحات جغرافية: | Japan (Tokyo) |
| Assessment and Survey Identifiers: | Test of English for International Communication |
| DOI: | 10.1177/1362168820965510 |
| تدمد: | 1362-1688 1477-0954 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1381320 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1362-1688 1477-0954 |
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| DOI: | 10.1177/1362168820965510 |