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 un...

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Published inStudies in higher education (Dorchester-on-Thames) Vol. 45; no. 11; pp. 2149 - 2161
Main Authors Rose, Heath, Curle, Samantha, Aizawa, Ikuya, Thompson, Gene
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.11.2020
Taylor & Francis Ltd
Subjects
Academic Achievement
Academic Language
Achievement Tests
Business Administration Education
Business students
Career advancement
College Students
Competence
Comprehension
English
English for academic purposes
English for Special Purposes
English for specific purposes
English language
English medium instruction
English proficiency
Foreign Countries
Higher education
Interviews
Japan
Japanese language
Language of Instruction
Language Proficiency
Language Skills
Language Tests
Learning environment
Learning Motivation
Motivation
Predictor Variables
proficiency
Second Language Learning
Skills
Student Attitudes
Students
Success
Japan
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1590690