Speaker
Abstract section 5: References
Aizawa, I. (2024). Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges. English for Specific Purposes 73, 20–32.
Kiyoya, A. & Kudo, S. (2025). Student voices on challenges and support in English-medium instruction: A case study from the Department of English Language and Literature. Waseda Review of Education, 39(1), 1–16.
MEXT. (2023). Daigaku ni okeru kyouikunaiyou to no kaikakujokyou (Reiwa sannen ban) [Regarding the current situation of educational contents at universities (as of 2022)]. https://www.mext.go.jp/a_menu/koutou/daigaku/04052801/1417336_00010.htm
Abstract section 3: Content/method
The study took place in an interdisciplinary department at a public university in Japan. Thirty-six L1 Japanese first-year students new to EMI completed a questionnaire comprising 35 Likert-scale items across seven domains considered challenging, plus three open-response items. A Friedman test was used to identify differences across domains, followed by Holm-adjusted Wilcoxon signed-rank tests for post hoc comparisons. Open comments were thematically coded to add contextual detail.
Abstract section 4: Outcomes/results
The findings reveal a hierarchy of challenge. Significant differences were found across the seven domains, with whole-class speaking particularly demanding, followed by vocabulary knowledge and participation in group discussion tasks. Listening, note-taking, and reading were rated as less taxing. The open responses added context, with most comments focusing on difficulties participating in group discussions in English. Taken together, the results shed light on the challenges faced by students and highlight pedagogical opportunities, including explicit vocabulary support, guided note-taking, and measures such as pre-task planning and scaffolding to foster more fruitful participation.
Abstract section 1: Relevance
This presentation describes one stage of an action research project that aims to better understand English-medium instruction (EMI) classes at a Japanese university. Despite rapid EMI expansion in Japanese higher education (MEXT, 2023) and extensive discussion of implementation issues in the literature (Kiyoya & Kudo, 2025), relatively little empirical research has examined how students experience their transition from EFL into EMI (although see Aizawa, 2024). This study responds to that gap by exploring which aspects of an EMI class first-year Japanese undergraduates struggle with one month after they start. The findings offer practical insights for supporting students’ transition into EMI.
Abstract section 2: Contribution/research questions
The purpose of this study was to investigate the difficulties experienced by students at the beginning of their EMI journey. It asked which aspects of EMI classes—reading, listening, whole-class speaking, group speaking, vocabulary, note-taking, and affective factors—first-year Japanese undergraduates find most challenging after one month. To guide the study towards these aims, the following research question was formulated: What aspects of EMI classes do students new to EMI find most challenging?
| Title | Identifying the Challenges Facing Students New to EMI |
|---|---|
| Teaching Context | College and university education |