Universities around the globe are increasingly beginning to implement English Medium of Instruction (EMI) language policies to teach degree programmes (at both Undergraduate and Graduate level) such as Science, Engineering, and Economics and Management. Often this is to attract international students, to raise the university’s global profile, and to increase the employability of their graduates. Research on whether such policies are perceived as effective by key stakeholders (i.e. lecturers and students) is sparse. This study therefore aims to fill this gap by examining these stakeholders’ attitudes towards EMI. The focus will be on 13 Japanese universities participating in the Global 30 (G30) Project, in which a portion of the degree programs are offered in English. Data will be collected using a questionnaire survey and follow- up semi-structured interviews. The questionnaire will be developed using an inductive, qualitative approach to elicit themes arising in relation to attitudes towards EMI. This will be done using unstructured interviews followed by drafting and piloting the questionnaire. Follow- up semi-structured interviews will provide further insight into questionnaire responses. The latent construct of Attitudes will be operationalized as: satisfaction with policy implementation, impact of lecturer/student proficiency, teaching/learning workload, necessity of support measures, and effect on content learning. Kelly’s (1955) Personal Construct Theory will be drawn on in order to interpret how the participants view and interpret the EMI policy. Based on the findings, suggestions of how EMI policy implementation might be improved, as well as recommendations for further research on EMI policies in Japan will then be given.
|Title of host publication||18th Warwick International Postgraduate Conference in Applied Linguistics|
|Place of Publication||Warwick, UK|
|Publication status||Unpublished - 2015|