ABSTRACT
Research on English-medium instruction (EMI) is for content learning, not for language learning. On the other hand, some prior research conducted in Japan has implied that Japanese students take EMI to improve their English proficiency. It means that motivation to learn English could play a critical role in EMI classrooms in addition to their motivation to learn the content of the course. Considering the previous research and a small study to first look at student motivation at the research site (University A) (N = 44) implied that Japanese students enroll for EMI to improve their English proficiency while gaining academic knowledge. However, in reality it is demanding to follow the class with a one-way lecture style of teaching, thereby they lose their self-efficacy and motivation and some of them even drop out. Because they are intrinsically and extrinsically motivated in EMI contexts, self-determination theory (SDT) is applied as the main framework of the studies in this book. Also, the motivational self system is utilized to assess language learning motivation in the EMI contexts where they want to learn for their future study or career.
