English Medium Instruction success: Exploring the role of self-efficacy beliefs

English medium instruction (EMI) has grown in higher education contexts across the globe, and is now expanding rapidly in Japan as part of internationalization efforts (see Galloway et al., 2017). This paper explores the role of self-efficacy beliefs as a predictor of EMI success, and examines variables that influence student self-efficacy for successful EMI study. Direct measures of content and preparatory course performance, proficiency, and questionnaire data were collected from 139 students completing an English-mediated International Business Management course at a university in Japan. Forward regression analysis found L2 proficiency, preparatory course performance, and course specific self-efficacy to predict success in the EMI course. Results suggest that course specific self-efficacy mediates the influence of academic self-efficacy and self-concept beliefs, and are assessed against perceptions of task difficulty and L2 ability. These findings further support the contention that L2 ability is a crucial factor underlying EMI success, and highlight the need for efficacy development opportunities for students in EMI contexts. The presentation finishes with discussion of classroom actions that can be carried out in preparatory EAP courses to support student knowledge and self-belief development, so that learners can be successful in their EMI studies.