ABSTRACT
As English is the de facto global language, many universities in non-English speaking countries decided to implement English-medium instruction (EMI) which will be soon a new normal, including in Japanese tertiary education. Because there has not been enough research to determine its pedagogical effectiveness, EMI stakeholders such as administrators, students, and even their parents assume its dual pedagogical effectiveness—language learning and content learning. However, because language learning is not an objective of EMI, language instructions are not provided in most EMI classrooms. In fact, in the research site of the studies in this book (University A) and some previous research, many Japanese students drop out, which means they lose their initial motivation. Thus, this book is aiming (1) to understand the current situation and challenges that EMI is facing from the perspectives of Japanese students’ motivation, and (2) to design and implement a series of pedagogical interventions and examine the effectiveness of the pedagogical interventions as a possible solution to the problems explored in the first half of the book. The data collection procedure, the research site, and the structure of the book are elaborated on at the end of the chapter.
