How do Japanese students feel in EMI classrooms?

A qualitative study was conducted to examine whether the three psychological needs—the need for autonomy, competence, and relatedness—within self-determination theory (SDT), are fulfilled for Japanese students (Study 2). Data were collected from six semi-structured interviews, and the results revealed that none of the three psychological needs of SDT are satisfied. In EMI classrooms, Japanese students feel that they are not good enough to take EMI and feel left behind, (i.e., unfulfillment of the need for competence), do not feel respected as important individuals (i.e., unfulfillment of the need for autonomy), and feel disconnected from the community (i.e., unfulfillment of the need for relatedness). Therefore, students cannot commit to studying EMI courses. In other words, the results elucidate the necessity of pedagogical interventions to change this harsh learning environment for Japanese students. At the end of the chapter, six pedagogical approaches inspired by the students' comments to design a series of pedagogical interventions are introduced.