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Multilingual practice and multilingual selves: A mixed-method study of EMI international students in Japan
No full textThe utilization of English-medium Instruction (EMI) has become increasingly prevalent in Japanese higher education as a means of promoting internationalisation. International students who come to study in Japan are likely to encounter unforeseen multilingual situations where they are forced to learn the local language. This study employed a mixed-methods investigation comprising both quantitative and qualitative elements to examine the relationship between EMI international students and the local language they have acquired, as well as the multilingual selves they have constructed through this process. A questionnaire-based quantitative survey completed by 178 participants investigated the acquisition and use of the Japanese language by EMI international students and to identify any barriers they encountered during this process. In the second phase, a multi-case qualitative study was conducted to gain a deeper understanding of the multilingual selves of international students. Four participants took part in in-depth semi-structured interviews. The findings of this study indicate that EMI international students do not possess a holistic understanding of a certain language, but they could achieve holistic communication with all the linguistic resources they possess. Policy recommendations for language education and language support in EMI settings have been proposed for practitioners and stakeholders in the academic community to ensure that language proficiency is optimized to enhance effective teaching and learning outcomes
The academic literacy journey of student writers at transition to an English Medium Instruction (EMI) university programme in Japan
No full textEnglish Medium Instruction (EMI) has spread far and wide in recent years, becoming a prominent feature of higher education globally. One area of research is devoted to exploring how students cope with the transition to EMI university programmes. The present study traces the academic literacy challenges of 40 1st year EMI social science students during their initial 14-week academic writing preparatory course at a university in Japan. A mixed-methods approach was used to chart changes in student perceptions of academic literacy challenges via questionnaires, interviews, and written journals. No significant change was discernible in student perceptions of academic writing difficultiesover the semester. However, different patterns of fluctuation for different groups of students were evident, with beliefs about the challenges of developing academic literacy strengthening and weakening over the semester. Qualitative content analysis revealed that the transition towards academic literacy was a demanding one. Students felt unprepared for the demands of academic writing, given the high-stakes exam focus of high school English curricula in Japan. The study underlines the importance of EMI support provision focused on discipline-specific language and academic literacy development
Teaching practices and perspectives regarding word counting units
No full textThe selection of an appropriate word counting unit (WCU) for the purpose of second/foreign language vocabulary acquisition (SLVA) in the last decade has become a very important and relevant topic in academic circles. However, few studies address on-the-ground teaching practices and perspectives. This mixed-approach study, conducted through an online questionnaire, collected both quantitative and qualitative data from 30 ESL/EFL teachers in Japan. The questionnaire surveyed their vocabulary teaching experience and views regarding five categories of WCUs: all word tokens (i.e., All Forms and Meanings (AFM)), plemma, lemma, flemma, and Word Family (WF). The online survey revealed that most participants (i.e., those who were not aware of SLVA research and recent teaching practices) had limited experience and knowledge regarding WCUs and their impact. Another important finding is that although the WCU category participants were most experienced with is the WF (i.e., root/basic word lists), the WCU they have the highest pedagogical regard for is the lemma which considers parts of speech (POS) in vocabulary instruction and learning, followed closely by the plemma which additionally considers the various meanings words can take on, and also irregular inflectional patterns (e.g., irregular verb past tenses and past participles), and to a lesser extent the flemma which does not consider POS nor the various meanings and irregular inflectional patterns of words in vocabulary instruction
Review of Translanguaging and Epistemological Decentring in Higher Education and Research
No full textReview of Translanguaging and Epistemological Decentring in Higher Education and Research, edited by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen, and Karen Risager
Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction
No full textThis paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study seeks to produce knowledge-of-practice by framing the author’s practical knowledge as language teacher in relation to theories of intercultural language teaching. Classroom discourse analysis of teaching and learning sequencies provides an emic lens on the enactment of an interpretive perspective on intercultural language teaching at the micro level in terms of two basic aspects of pedagogical practice: 1) Embedding interpretation in learning design and 2) Mediating learners’ interpretations in classroom interaction. The findings reveal that this author’s attempts to personalise intercultural language learning and elicit meaningful reflections from students were constrained by the limited semiotic richness of the material presented and the difficulty of going beyond a superficial interactional format to provide effective scaffolding and successfully realize a dialogic stance towards knowledge building. The paper considers the implications of these challenges for pre-service teacher education and offers suggestions for supporting teachers hoping to teach interculturally
Memorizing and fabricating? Uncovering online writing test preparation
No full textWith high-stakes decisions relying on standardized language tests (Chapelle, 2021a), many test takers seek test preparation from commercial ‘cram schools’, including TOEFL iBT writing (E.-Y. J. Kim, 2017; S. Kim, 2021). Despite a $1.2 billion market for online test preparation courses in Korea, previous studies have primarily focused on in-person classes through interviews and surveys, neglecting online courses. This study analyzed ten prerecorded online lectures from two popular cram schools, applying Messick’s (1982) taxonomy of test preparation to code instructional content. The analysis revealed that three types of instructional activities: three Type 1 (enhancing construct-relevant factors), four Type 2 (reducing construct-irrelevant factors), and four Type 3 (enhancing construct-irrelevant factors) test preparation activities were identified. Type 1 activities primarily covered vocabulary, grammar, and organizational patterns. Type 2 focused on teaching test formats, TOEFL trends, time management, and topic choice. Type 3 addressed templates, fabricating examples, gaming the scoring system, and cramming tips. Notably, students were encouraged to utilize memorized templates and fabricate examples. However, these practices may undermine support for the explanation and consequence implication inferences of the validity argument of TOEFL iBT. This study provides valuable insights into language testing preparation, applicable to various contexts with different tests
The use and impact of pre-task planning time in the monologic task of LanguageCert speaking tests
No full textExtensive oral tasks or monologues of different types (e.g., presentations, storytelling) are often used as second language acquisition tasks in the fields of language learning and language testing. Pre-task planning time is a common provision to test-takers who may use different strategies to prepare their response. High-stakes tests, such as the LanguageCert IESOL suite of tests, include planning time prior to monologic tasks and offer test-takers the opportunity for note-making. While the language assessment literature supports planning time for reasons of face validity and fairness, research studies do not consistently support correlations between planning and performance. The current study examined the differences between the scores of test-takers who used note-making as a strategy and those who did not. The research questions investigated: (i) whether test-takers who make notes during planning time in the monologue task of an L2-English B2 speaking task are awarded higher scores on their spoken performances than test-takers who do not and (ii) test-takers’ perceptions of their use of planning time. The findings suggest that making notes did not improve test-takers’ performance against any of the rating criteria used in the assessment. It also revealed that most test-takers use their planning time to generate their main propositions
Guided by theory? An investigation of teachers’ beliefs about TELL and CALL at a university in Japan
No full textBefore the 2019 COVID pandemic, universities in Japan had been slow to transition from paper-based to digital methods and materials. In addition, the most applicable theories for teaching and learning languages with digital technologies had not been considered deeply by many university teachers, and their beliefs about these theories had not been thoroughly investigated. This paper presents an investigation of the theoretical beliefs of English teachers at a university in Japan. It evaluates the extent to which these beliefs are in accordance with established theories of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL). The investigation shows that English teachers at Japanese universities are guided by established theories of CALL and TELL to some extent, but such theoretical considerations are constrained by more pragmatic ones. Although teachers do not necessarily perceive there to be a significant difference between theories of traditional and digital language teaching and learning, there may be a need to reassess the theoretical underpinnings of traditional language teaching methodologies in the post-COVID word of hybrid and blended education
Review of Using Video to Develop Teaching
No full textReview of Using Video to Develop Teaching, by Niels Brouwer, Routledge, 2022. 416pp., 77.99 (Paperback) $63.89 (eBook). ISBN 9780367353803