Speakers
Abstract section 4: Outcomes/results
The researchers will share their findings in the variety of language use influenced by proficiency levels, institutional expectations, and instructor beliefs. These findings will shed light on whether English-dominant instruction enhances engagement and communicative confidence, or whether strategic L1 use supports comprehension and lowers anxiety. Results will inform pedagogical guidelines for university English education in Japan and provide evidence-based recommendations aligned with national policy directions. Ultimately, the study aims to bridge secondary and tertiary English education practices and contribute to more context-sensitive approaches to EMI implementation.
Abstract section 3: Content/method
This study implements a mixed-methods design. Questionnaires were administered to university English instructors and university students to identify patterns in language use across instructional situations (e.g., grammar explanation, task instructions, assessment review). Semi-structured interviews with selected participants further explored decision-making processes, beliefs, and classroom experiences. Statistical analysis complements qualitative thematic analysis to provide a nuanced understanding of language selection practices.
Abstract section 2: Contribution/research questions
This study investigates actual language practices in university English classes and their perceived effects.
RQ1: How do university instructors select instructional language, and how does this vary by classroom context, instructor background, and student proficiency?
RQ2: What impact does instructional language choice have on students’ learning experiences and perceptions?
By examining students who learned English through English in both elementary and secondary school, this study contributes empirical insight to ongoing L1/L2 use debates.
Abstract section 5: References
Bradford, A. (2016). Teaching content through the medium of English: Faculty perspectives. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.
MEXT. (2018). Course of Study (Revised). https://www.mext.go.jp
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2008). Course of Study for Junior and Senior High Schools. https://www.mext.go.jp
Abstract section 1: Relevance
Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) has promoted conducting English classes “primarily in English” since the 2008 and 2018 Courses of Study (MEXT, 2008; 2018). While this policy applies to junior and senior high schools, English-medium instruction (EMI) is also increasingly encouraged in universities (Bradford, 2016). However, unlike secondary education, university English classes are not bound by the Course of Study, leaving instructional language decisions to individual instructors. Given the diversification of student proficiency and instructor linguistic backgrounds, examining how English and Japanese are used in university classrooms is both timely and necessary.
| Title | Perspectives on Target Language Use in University English Cl |
|---|---|
| Teaching Context | College and university education |