Presentation Schedule
Language Readiness in EMI Higher Education: Divergent Perceptions Between Learners and Instructors (101734)
Session Chair: Masako Mouri
Saturday, 7 February 2026 10:25
Session: Session 1
Room: Tourmaline 208 (Level 2)
Presentation Type: Oral Presentation
The increasing adoption of English as a medium of instruction (EMI) in non-English-speaking countries is a growing trend in higher education, particularly in Japan. While universities promote EMI to enhance global competitiveness and attract international students, questions remain about its impact on content learning and the level of English proficiency required for success. This study examines the effectiveness of an EMI biology course at a Japanese university, focusing on students with intermediate to high English proficiency (CEFR B1–C1, n=24). Using a pre-test/post-test design, statistically significant improvements in post-test scores were observed, suggesting that academic content was effectively acquired despite instruction in a foreign language. Post-course surveys indicated that nearly half of the students did not perceive EMI as negatively affecting their lecture comprehension or quiz performance. Although some students reported linguistic challenges, about half believed their English proficiency was sufficient for the course. However, interviews with the course instructor revealed concerns regarding students’ language abilities, including frequent misunderstandings of activity instructions and limited responses in written assessments. These findings reveal a perceptual gap between students and instructors about language readiness in EMI settings. The study underscores the importance of addressing these mismatched expectations and calls for more nuanced support mechanisms in EMI classrooms. While students may perceive themselves as linguistically prepared, instructors may still face challenges impacting instructional effectiveness and student engagement. This research contributes to EMI literature by highlighting the need for alignment between student self-perceptions and instructional realities.
Authors:
Yoko Kusumoto, Tokyo University of Technology, Japan
Maria Vassileva, Nagoya University, Japan
About the Presenter(s)
Ms Yoko Kusumoto is a University Associate Professor/Senior Lecturer at Tokyo University of Technology in Japan
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