Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction

Gene Thompson, Ikuya Aizawa, Samantha Curle, Heath Rose

Research output: Contribution to journalArticlepeer-review

55 Citations (SciVal)
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English medium instruction (EMI) is a growing phenomenon in higher education contexts across the globe, and EMI programs are expanding rapidly in Japan as part of their internationalization efforts. This paper explores the relationship between student self-beliefs and their success in an EMI course within a bilingual business program. It analyzed direct measures of content course and preparatory course performances, proficiency, and questionnaire data from 139 students completing an English-mediated International Business course at a university in Japan. These data were supplemented by interviews with seven students. Multiple linear regression analysis found L2 proficiency, preparatory course performance, and self-efficacy to predict success in the EMI course. Our qualitative findings support these results, indicating that students with stronger efficacy put forth more effort and see course activities as development opportunities. These findings highlight the need for efficacy development opportunities for students entering EMI study.
Original languageEnglish
Pages (from-to)196-209
Number of pages14
JournalInternational Journal of Bilingual Education and Bilingualism
Issue number1
Early online date12 Aug 2019
Publication statusPublished - 31 Jan 2022


  • English medium instruction
  • Japan
  • proficiency
  • self-concept
  • self-efficacy

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


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