English medium instruction, EAP/ESP: exploring overlap and divergences in research aims

English medium instruction (EMI) is now a well-established field of education research, yet its distinction from English for academic purposes (EAP) and from English for specific purposes (ESP) remains a subject of debate. This scoping review investigates the overlap and divergences between these fields. As well as using raw data from a previous systematic review of EMI, we identified research questions published in five selected journals between 2017 and 2022: Journal of English for Academic Purposes, English for Specific Purposes, International Journal of Bilingual Education and Bilingualism, Language and Education, and Journal of Multilingual and Multicultural Development in order to identify the convergence and divergence in academic interest areas. We additionally examined research settings and participants across these studies. Our findings revealed a spectrum of research questions with largely distinct areas of research interest and considerable differences in research settings. This study contributes to the academic discussion by offering a detailed picture of the current research landscape, and suggests not only a need for collaboration between EMI, and EAP/ESP researchers but also a value in maintaining some distinction between the two fields

English medium instruction, EAP/ESP: Exploring overlap and divergences in research aims

English medium instruction (EMI) is now a well‐established field of education research, yet its distinction from English for academic purposes (EAP) and from English for specific purposes (ESP) remains a subject of debate. This scoping review investigates the overlap and divergences between these fields. As well as using raw data from a previous systematic review of EMI, we identified research questions published in five selected journals between 2017 and 2022: Journal of English for Academic Purposes, English for Specific Purposes, International Journal of Bilingual Education and Bilingualism, Language and Education, and Journal of Multilingual and Multicultural Development in order to identify the convergence and divergence in academic interest areas. We additionally examined research settings and participants across these studies. Our findings revealed a spectrum of research questions with largely distinct areas of research interest and considerable differences in research settings. This study contributes to the academic discussion by offering a detailed picture of the current research landscape, and suggests not only a need for collaboration between EMI, and EAP/ESP researchers but also a value in maintaining some distinction between the two fields

A comparison of content learning outcomes between Japanese and English medium instruction

In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI) (n = 26). Data were collected at a university in Japan where Chemistry courses were taught in both Japanese and English as part of a parallel program offering the same undergraduate curriculum in either of the two languages of instruction. An analysis was undertaken of students’ learning outcomes measured by pre-post course content tests. These measurable test outcomes were triangulated with data from student interviews (n = 17) to identify differences in the learners’ perceived experiences according to the medium of instruction. While the quantitative results revealed no significant overall differences in the adjusted post-test scores between EMI and JMI students, the qualitative data offered more detailed insight into the participants’ perspectives of content learning, highlighting unique challenges faced only by the EMI group. Findings point to implications for educational provision in contexts where the global trend of EMI has largely been unaccompanied with research evidence on its cost-effectiveness

What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation.

This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven students. Proficiency test and subject exam scores revealed that knowledge of English language and academic English skill were statistically significant predictors of success in EMI, suggesting that lower proficiency students require more targeted language support in order to increase their likelihood of success. A motivation measure did not correlate with higher grades, contradicting research in language learning contexts. Interview data uncovered the multi-faceted nature of ‘success in EMI’ suggesting that students see success as a combination of final grades, lecture comprehension, English language proficiency gains, and long-term career advancement

Defining English medium instruction: striving for comparative equivalence

English medium instruction (EMI) is a term historically used to refer to educational practices where academic subjects are taught in a non-majority language—typically a minority, second or foreign language for students. With increased student and faculty mobility in higher education, some scholars have sought to expand the scope of EMI to include universities in Anglophone contexts. In this paper, the EMI Oxford Research Group provides a research-informed argument for maintaining a definition of EMI that is restricted to English medium educational practices in regions where the majority language of the wider population is not English. We base our arguments on key differences between these contexts in terms of their historical underpinnings, educational language policy, expectations surrounding language use, and teaching-related issues. We conclude the paper by offering a definitional conceptualisation of EMI as a central construct around which several important dimensions exist. These dimensions intend to capture key differences in how EMI is manifested in various contexts. Nonetheless we acknowledge that broader comparisons of dimensions of English medium forms of education are warranted if researchers can robustly establish their comparability

It’s worth the extra effort: Behind student perceptions of success in the study of content via English Medium Instruction

This chapter introduces findings from a study of student perceptions of success towards EMI study, including their reasons for choosing whether to continue taking EMI classes or study via their L1. Interviews with six Japanese undergraduate students from an international business management program were analysed using qualitative content analysis, identifying two key findings: (1) EMI study can lead to greater (perceived) understanding of content knowledge because of the extra effort required to study via the L2; and (2) the decision to continue studying via EMI involves a cost-benefit analysis of whether the extra effort will bring about subsidiary benefits, such as further L2 development. These findings indicate that EMI practitioners should consider (1) how additional benefits of EMI study can be demonstrated to learners, and (2) how the differing motivations of EMI learners can be attended to in support programmes

Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction

English medium instruction (EMI) is a growing phenomenon in higher education contexts across the globe, and EMI programs are expanding rapidly in Japan as part of their internationalization efforts. This paper explores the relationship between student self-beliefs and their success in an EMI course within a bilingual business program. It analyzed direct measures of content course and preparatory course performances, proficiency, and questionnaire data from 139 students completing an English-mediated International Business course at a university in Japan. These data were supplemented by interviews with seven students. Multiple linear regression analysis found L2 proficiency, preparatory course performance, and self-efficacy to predict success in the EMI course. Our qualitative findings support these results, indicating that students with stronger efficacy put forth more effort and see course activities as development opportunities. These findings highlight the need for efficacy development opportunities for students entering EMI study

Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency

This article reports a mixed methods study that investigated the influence of gender, English language proficiency, and general motivation (Instrumental and Integrative) on academic achievement in English Medium Instruction in Turkey. Student test scores on their EMI Business Administration courses (n=143) and a general English proficiency (GEP) test were collected from second-year students. Students also filled out Turhan & Kırkgöz's (2018) Motivation Scale. Semi-structured interviews were then conducted with a subgroup of students (n=21). Regression analyses revealed that gender had no statistically significant predictive power of EMI achievement, whereas both instrumental and integrative motivation were significant predictors. English language proficiency was the strongest predictor, explaining 90% of the variance in achievement. Interview data supported these quantitative findings. Pedagogical implications of these results for language educators, and EMI lecturers and students, as well as suggestions for further research are given