A Review of Linguistic Challenges That Students Confronted in English Medium Instruction in Chinese and Japanese Higher Education

Research Article
Open access

A Review of Linguistic Challenges That Students Confronted in English Medium Instruction in Chinese and Japanese Higher Education

Lan Wei 1*
  • 1 University of Glasgow    
  • *corresponding author 20150235427@mail.sdufe.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/14/20230981
LNEP Vol.14
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-053-0
ISBN (Online): 978-1-83558-054-7

Abstract

Using English as a medium of instruction (EMI) becomes prevalent outside European countries, such as China and Japan, where there is a great need for internationalizing higher education. The number of EMI programs and courses skyrocketed recently in those two countries and many local universities are still following the pattern. However, with the boom of EMI in higher education, concern about its influence on students’ academic achievement is also rising. Although the benefits of using EMI have been demonstrated in different contexts, researchers investigating Chinese and Japanese EMI education doubted whether holding the current EMI classes is an efficient way of delivering academic knowledge and improving students’ language abilities at the same time. This review intends to report on linguistic challenges students have stated based on research in China and Japan. It is one of the most determining factors in EMI class. The researcher also discusses the similarities and differences between students’ learning experience in China and that in Japan in the main body part. Through the comparison, suggestions on setting appropriate language requirements and providing language support are presented.

Keywords:

English medium instruction (EMI), China, Japan, language support, internationalization of higher education

Wei,L. (2023). A Review of Linguistic Challenges That Students Confronted in English Medium Instruction in Chinese and Japanese Higher Education. Lecture Notes in Education Psychology and Public Media,14,184-191.
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References

[1]. Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development, 1–16.

[2]. Brown, H., & Bradford, A. (2016). EMI , CLIL , & CBI : Differing approaches and goals. Transformation in Language Education, 328–334.

[3]. Galloway, N., Numajiri, T., & Rees, N. (2020). The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia. Higher Education, 80(3), 395–414.

[4]. Zhang, M., & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35(4), 357–374.

[5]. Galloway, N., & Ruegg, R. (2020). The provision of student support on English Medium Instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846.

[6]. Song, Y. (2020). Forming critical selves through lived experiences of interculturality in an internationalizing university in China. Asia Pacific Journal of Education, 40(3), 299–314.

[7]. Hu, G., & Li, X. (2017). Asking and answering questions in English-medium instruction classrooms: What is the cognitive and syntactic complexity level? In English-medium instruction in Chinese universities (pp. 184–203). Routledge.

[8]. Hu, G., & McKay, S. L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345–362.

[9]. Toh, G. (2020). Challenges in English-medium instruction (EMI) at a Japanese university. World Englishes, 39(2), 334–347.

[10]. Drljača Margić, B., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35.

[11]. Rubdy, R. (2009). Reclaiming the local in teaching EIL. Language and Intercultural Communication, 9(3), 156–174.

[12]. Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339–356.

[13]. Poole, G. (2018). Administrative impediments: How bureaucratic practices obstruct the implementation of English-taught programs in Japan. English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes, 91–107.

[14]. Gu, M. M., & Lee, J. C.-K. (2019). “They lost internationalization in pursuit of internationalization”: Students’ language practices and identity construction in a cross-disciplinary EMI program in a university in China. Higher Education, 78, 389–405.

[15]. Qin, P. (2022). Exploring bilingual ideology and identity of EMI medical teachers and students in China’s mainland. Journal of Comparative and International Higher Education, 13(5S).

[16]. Sato, T. (2021). Reconsidering Englishization: the Japanese government’s Top Global University Project. Asian Englishes, 1–12.

[17]. Yuan, R., Chen, Y., & Peng, J. (2020). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 1–16.

[18]. Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.

[19]. Hanh, L. T. T. (2021). Vocabulary Learning Strategy and Vietnamese University Students’ Learning Experience in English as Medium of Instruction Classrooms. International Journal of Instruction, 14(3), 117–132.

[20]. Pun, J. (2022). Effects of Prior English Exposure on Hong Kong Tertiary Science Students’ Experiences in EMI Learning. RELC Journal, 1–18.

[21]. Yu, S., Wang, Y., Jiang, L., & Wang, B. (2020). Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau. Innovations in Education and Teaching International, 1–11.

[22]. Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality. Language Policy, 13(1), 21–40.

[23]. He, J. J., & Chiang, S. Y. (2016). Challenges to English-medium instruction (EMI) for international students in China: A learners’ perspective. English Today, 32(4), 63–67.

[24]. Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247–260.

[25]. Xie, W., & Curle, S. (2022). Success in English Medium Instruction in China: significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585–597.

[26]. Zhang, M., & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35(4), 357–374.

[27]. Thompson, G., Takezawa, N., & Rose, H. (2022). Investigating self-beliefs and success for English medium instruction learners studying finance. Journal of Education for Business, 97(4), 220–227.

[28]. Ruegg, R. (2021). Supporting EMI students outside of the classroom: Evidence from Japan. Routledge.

[29]. Qiu, Y., Zheng, Y., & Liu, J. (2022). ‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels. Journal of Multilingual and Multicultural Development, 1–18.

[30]. Galloway, N., & Ruegg, R. (2020). The provision of student support on English Medium Instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846.

[31]. Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 1–25.

[32]. Uchihara, T., & Harada, T. (2018). Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates. TESOL Quarterly, 52(3), 564–587.

[33]. Sultana, S. (2014). English as a medium of instruction in Bangladesh’s higher education: Empowering or disadvantaging students? Asian EFL Journal.

[34]. Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. In Journal of English for Academic Purposes (Vol. 49). Elsevier Ltd.

[35]. Dimova, S. (2020). English language requirements for enrolment in EMI programs in higher education: A European case. Journal of English for Academic Purposes, 47, 100896.

Cite this article

Wei,L. (2023). A Review of Linguistic Challenges That Students Confronted in English Medium Instruction in Chinese and Japanese Higher Education. Lecture Notes in Education Psychology and Public Media,14,184-191.

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Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-053-0(Print) / 978-1-83558-054-7(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.14
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model. Journal of Multilingual and Multicultural Development, 1–16.

[2]. Brown, H., & Bradford, A. (2016). EMI , CLIL , & CBI : Differing approaches and goals. Transformation in Language Education, 328–334.

[3]. Galloway, N., Numajiri, T., & Rees, N. (2020). The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia. Higher Education, 80(3), 395–414.

[4]. Zhang, M., & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35(4), 357–374.

[5]. Galloway, N., & Ruegg, R. (2020). The provision of student support on English Medium Instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846.

[6]. Song, Y. (2020). Forming critical selves through lived experiences of interculturality in an internationalizing university in China. Asia Pacific Journal of Education, 40(3), 299–314.

[7]. Hu, G., & Li, X. (2017). Asking and answering questions in English-medium instruction classrooms: What is the cognitive and syntactic complexity level? In English-medium instruction in Chinese universities (pp. 184–203). Routledge.

[8]. Hu, G., & McKay, S. L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345–362.

[9]. Toh, G. (2020). Challenges in English-medium instruction (EMI) at a Japanese university. World Englishes, 39(2), 334–347.

[10]. Drljača Margić, B., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35.

[11]. Rubdy, R. (2009). Reclaiming the local in teaching EIL. Language and Intercultural Communication, 9(3), 156–174.

[12]. Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339–356.

[13]. Poole, G. (2018). Administrative impediments: How bureaucratic practices obstruct the implementation of English-taught programs in Japan. English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes, 91–107.

[14]. Gu, M. M., & Lee, J. C.-K. (2019). “They lost internationalization in pursuit of internationalization”: Students’ language practices and identity construction in a cross-disciplinary EMI program in a university in China. Higher Education, 78, 389–405.

[15]. Qin, P. (2022). Exploring bilingual ideology and identity of EMI medical teachers and students in China’s mainland. Journal of Comparative and International Higher Education, 13(5S).

[16]. Sato, T. (2021). Reconsidering Englishization: the Japanese government’s Top Global University Project. Asian Englishes, 1–12.

[17]. Yuan, R., Chen, Y., & Peng, J. (2020). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 1–16.

[18]. Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.

[19]. Hanh, L. T. T. (2021). Vocabulary Learning Strategy and Vietnamese University Students’ Learning Experience in English as Medium of Instruction Classrooms. International Journal of Instruction, 14(3), 117–132.

[20]. Pun, J. (2022). Effects of Prior English Exposure on Hong Kong Tertiary Science Students’ Experiences in EMI Learning. RELC Journal, 1–18.

[21]. Yu, S., Wang, Y., Jiang, L., & Wang, B. (2020). Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau. Innovations in Education and Teaching International, 1–11.

[22]. Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality. Language Policy, 13(1), 21–40.

[23]. He, J. J., & Chiang, S. Y. (2016). Challenges to English-medium instruction (EMI) for international students in China: A learners’ perspective. English Today, 32(4), 63–67.

[24]. Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247–260.

[25]. Xie, W., & Curle, S. (2022). Success in English Medium Instruction in China: significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585–597.

[26]. Zhang, M., & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35(4), 357–374.

[27]. Thompson, G., Takezawa, N., & Rose, H. (2022). Investigating self-beliefs and success for English medium instruction learners studying finance. Journal of Education for Business, 97(4), 220–227.

[28]. Ruegg, R. (2021). Supporting EMI students outside of the classroom: Evidence from Japan. Routledge.

[29]. Qiu, Y., Zheng, Y., & Liu, J. (2022). ‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels. Journal of Multilingual and Multicultural Development, 1–18.

[30]. Galloway, N., & Ruegg, R. (2020). The provision of student support on English Medium Instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, 100846.

[31]. Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 1–25.

[32]. Uchihara, T., & Harada, T. (2018). Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates. TESOL Quarterly, 52(3), 564–587.

[33]. Sultana, S. (2014). English as a medium of instruction in Bangladesh’s higher education: Empowering or disadvantaging students? Asian EFL Journal.

[34]. Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. In Journal of English for Academic Purposes (Vol. 49). Elsevier Ltd.

[35]. Dimova, S. (2020). English language requirements for enrolment in EMI programs in higher education: A European case. Journal of English for Academic Purposes, 47, 100896.

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