Speakers
Abstract section 2: Contribution/research questions
This research sought to determine how students in Japanese higher education prefer the language(s) of instruction, how these preferences vary by discipline, study level, and language-learning background, which factors most strongly predict them, and the extent to which preferences align with institutional and national language-in-education policies.
Abstract section 5: References
Bartlett, K. (2017). The use of L1 in L2 classrooms in Japan: A survey of university student preferences. Kwansei Gakuin University Humanities Review 22, 71-80.
Kong, S., & Hoare, P. (2010). English as the language of instruction at secondary level: Challenges and pedagogical implications. The Journal of Asia TEFL 7(2), 91-122.
Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research 13(4), 425-449. https://doi.org/10.1177/136216880934151
Abstract section 3: Content/method
This research project employed a 36-item, 1-6 Likert-scale survey, along with biographical, English background, and language preference questions regarding the language of instruction in the university classroom, and free-response sections. It was employed at a private university in Japan, and the researchers collected over 250 responses. These responses were translated and processed through statistical analysis software, and the results were analyzed.
Abstract section 4: Outcomes/results
The results of the research show that while there is a strong preference for Japanese as the language of instruction for technical classes and individual consultation with instructors, there were stronger-than-expected preferences for bilingual instruction in lectures and foreign language classes. These results indicate that a bilingual approach to teaching EFL classes may improve learner confidence and motivation, as well as clarify important problematic communication points for learners. In addition, university English-only policies may cause learner stress and anxiety, particularly students in Science, Technology, Engineering, and Mathematics (STEM) majors. The researchers will explain implications for practice, policy, and future research.
Abstract section 1: Relevance
There is ongoing debate about using Japanese (L1) in the Japanese university L2 classroom context, with current policy and pedagogy in Japanese higher education moving toward English-medium instruction (EMI) (Bartlett, 2018), while research shows that explicit instruction in L1 can support vocabulary development and learner autonomy in the study of English as a Foreign Language (EFL) (Mizumoto & Takeuchi, 2009). Although many researchers have examined the effects of instructors' language choice on learning outcomes in the EFL classroom (Kong & Hoare, 2010), there is a research gap regarding students' preferences for language of instruction in the Japanese University EFL classroom.
| Title | Language of Instruction: Student Attitudes and Perceptions |
|---|---|
| Teaching Context | College and university education |