aki – ブログ

first draft

1. Introduction

1-1 purpose of this study

These days, in Japan, English education is regarded as important, as one of the reasons for the progress of globalization. For example, English become a subject in elementary school, starting early English education, and “All English teaching” something like that. Especially, I am interested in “All English teaching”. And I focus on why Japanese education clinging to “All English teaching”. I want to be an English teacher in the future, so I am really interested in how to develop students’ ability of English. Honestly, I have doubts about English education in Japan. I do not think just “All English teaching” will improve students’ English. Actually, I consider that it is better to use Japanese efficiently.

1-2 significance

In today’s English education in Japan, Communicative Language Teaching is mainstream. In addition, “English medium instruction” become regarded as important with revision of the government course guidelines. Certainly, it increases the amount of input and output in that way, but can we obtain any other effect? Actually, “English medium instruction” is too difficult for junior high school students to understand lessons because their ability to use English is inexperienced yet. It is hard even for university students to understand completely. Likewise, teachers struggle to think how to teach comprehensively for students. Then, why English education in Japan stick to “English medium instruction”? In fact, it seems that there are some teachers as well as me who doubt that. Therefore, I want to reveal the effect of “English medium instruction”, and I want to spread the effect to other teachers. Furthermore, if teacher understand the effectiveness of “English medium instruction”, they can improve the quality of their lesson.

2. English-medium instruction in Japanese EFL contexts

In Japan, EMI has been phased in junior high school and high school since 2018 at the recommendation of the Ministry of Education, Culture, Sports, Science and Technology. Also, New Courses of Study is going to be applied from 2020. In, New Courses of Study, “Speaking” which is one of the four areas of English, is divided into two areas: “Presentation (or speech)” and “Interaction”. Especially, “Interaction” is a new introduction. The reason is that English education in Japan is aimed at improving communication skills in English. First, in junior high school the students acquire basic conversational skills. After that, in high school, the students’ communication skills are improved further. EMI is introduced to achieve these things.

3. Research question

・What is the merit or demerit of EMI?

4. Advantage or disadvantage of EMI

There are two major advantages or disadvantages of English Medium Instruction (EMI) for students by the reading of five articles about EMI.

4-1 Advantage of EMI for students

First, about the advantage of EMI is that there are more opportunities to use English and more input in English. As Brown (2016) argued that “EMI development is creating new opportunities for students”. Actually, for English as foreign language (EFL) students have no chance to use English in daily life. However, in EMI class, we are forced to use English. Therefor EMI on Japan is regarded good opportunities for students. “English-medium schools provide students with more exposure to English academic vocabulary” (Lin & Morrison. 2010, p264). In other words, we can improve amount of English such as vocabulary, knowledge, grammar, and usage. Moreover, Jessica and Julie and Ernesto (2018) recognized that “EMI is beneficial to students primarily because learning content through English teaches them English, makes them competitive in a global market, and provides them with a high level of education”.

4-2 Disadvantage and problems of EMI for students

Second is disadvantage or problem of EMI is that the students’ English proficiency is insufficient. According to study of Shimauchi (2018) and, Aizawa and Rose (2018), in EMI class, students often face English proficiency problems. As a result, students are not able to understand the class, and decrease student motivation. According to study of Jessica and Julie and Ernesto (2018), the highest response rate is “They will not understand the content of the lesson”. Students with insufficient proficiency of English may caused a negative chain reaction in EMI. Furthermore, in EMI, there have a serious problem. The gap is widening between high and low English proficiency of students. Aizawa and Rose (2018) recognized that “but heavily evident in all interview data, was students’ English proficiency, discussed as a crucial factor in determining students’ success in EMI.” And Shimauchi (2018) argued that “It also addresses the different practice and adaption of EMI at Japan’s “elite” and “mass” universities”

5. conclusion

5-1 summary

In Japan, with the revision of the Course of Study, demand for EMI is growing more than ever before. However, EMI is adopted at universities, but few are adopted at junior high and high schools. As a cause of this situation, EMI is too difficult for junior high or high school students to understand the contents of the classes, and they can not keep up with the classes. Also, many students have lost interest in learning English. The are various problems or demerit with EMI.

However, EMI also has merit. As the amount of input and output of English will surely increase, the chance of using English in classes will increase too. This is very important for EFL learners. Also, since English is started to learn as a foreign language activity from the lower grades of elementary school, the students’ English ability will be gradually improved. EMI should be able to be adopted officially from junior high school.

To sum up, certainly, EMI may be a burden on teachers as well as students. However, EMI is one of the most effective way to teach English. We should adopt EMI gradually.

6. Reference

・Aizawa, I., Rose, H. (3 November 2018). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher education (2019) 77,1125-1142, doi:10.1007/s10734-018-0323-5

・Brown, H. (2016). English-medium Instruction in Japan: Discussing implications for language teaching. JALT2015・Focus on the learner

・Jessica, G. B., Julie, D., & Ernesto, M. (2018). English medium instruction: Comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching 8 (3).2018, 673-696, doi: 10.147.46/ssllt.2018.8.3.7

・Lin, H.F. L., Morrison, B (December 2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary student’s vocabulary. Journal of English for Academic Purpose 9 (2010) 255-266.

・Shimauchi, S. (March, 2018). English-Medium Instruction in the Internationalization of Higher Education in Japan: Rationales and Issues. Educational Studies in Japan: International Yearbook No. 12, March, 2018. 77-90, https://files.eric.ed.gov/fulltext/EJ1182867.pdf

outline of my research paper

Introduction

1 purpose of this study

2 significance: why it is important

English-medium instruction in Japanese EFL contexts

1 EMI in secondary school

2 EMI in tertiary school

Research question

・What is the merit or demerit of EMI?

Advantage or disadvantage of EMI

1 Advantage of EMI for students

2 Disadvantage and problems of EMI for students

Conclusion

1 summary

2 further research

Reference

synthesis

There are two major advantages or disadvantages of English Medium Instruction (EMI) for students by the reading of five articles about EMI.

Annotated Bibliography 5

Reference

Lin, H.F. L., Morrison, B (December 2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary student’s vocabulary. Journal of English for Academic Purpose 9 (2010) 255-266.

Summary

In this article, describing what affected the language skills of Hong Kong tertiary students, especially, their academic vocabulary with changing of language policy, which is secondary school medium instruction changed from English to Chinese. And this article divided in two aspects of learner’s vocabulary; receptive and productive vocabulary. And they researched about these things. And they found a negative impact on the vocabulary knowledge. This may be caused the change of language in textbooks dramatically decreased most exposure to English. Especially, receptive vocabulary was more seriously damaged.

Assessment

This study told me about tertiary students’ academic vocabulary which was affected by changing language policy. In receptive vocabulary, EMI is better than CMI. However, in productive vocabulary, only 23.9% EMI students and 1.4% CMI students demonstrated a satisfactory level. (Lin & Morrison, 2010). In other words, in productive vocabulary, both of instructions are low in numerical value. As you can see from these data, benefit of EMI is a large amount of input. I could understand it from various study in this article, so this article is reliable for me.

Reflection

This study related to my research. Especially, I could find the influence of secondary school education policy such as changing from English to Chinese on the English skills of tertiary school students. I am glad I could read it because I have not read the research about secondary school.

Annotated Bibliography 4

Reference

Shimauchi, S. (March, 2018). English-Medium Instruction in the Internationalization of Higher Education in Japan: Rationales and Issues. Educational Studies in Japan: International Yearbook No. 12, March, 2018. 77-90, https://files.eric.ed.gov/fulltext/EJ1182867.pdf

Summary

In this article, describing what affected Japanese society with growing “English-ization”. And this article mainly discussed about four topics: 1 Why EMI in Japanese Universities? Rational and influencing Factors, 2 English as a tool of “Academic imperialism” and the English-speaking, 3 EMI in diverse universities: from “Mass” to “Elite”, 4 The “Multi-vocality” of internationalization in EMI. And from this study, there are some issues, for example, English in education as a tool of “academic imperialism” in the unique Japan’s context as ideological and practical issues, and English proficiency, and arise a gap between “elite” and “mass” universities with adoption of EMI.

Assessment

This study mainly told me about English as a tool of “Academic Imperialism”. And in this paper, it was not written much about EMI how affect students that I wanted to know. So, this paper unreliable for me. But there were some hints to the next paper that I want to research. And as further study, she is going to research the way how it actually benefits for students, what are the educational risks and benefits for those who actually received that education (Shimauchi, 2018). I want to read it.

Reflection

This study largely unrelated to my research. But some information is related for my research, for example current situation of EMI, and some issues of EMI. I did not have much interest other than that. However, it was a good opportunity to understand to be linked to globalization and growing of adoption of EMI.

Annotated Bibliography 3

Reference

Aizawa, I., Rose, H. (3 November 2018). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher education (2019) 77,1125-1142, doi:10.1007/s10734-018-0323-5

Summary

In this article, described how the EMI policy is being treated at classrooms in Japanese university. And this study explored the following research question,1. In regard to EMI, how is the macro-level TGUP being interpreted by a participant university as reported in meso-level policy? 2. How is the meso-level policy being enacted and implemented in this university at the micro-level, as reported by teachers and students? 3. Does a gap between meso-level and micro-level policy implementation exist? (Aizawa, Rose 2018). And concluded that the EMI policy in Japan is being adopted by institutional and national level, so it did not depend on students’ and teachers’ purpose.

Assessment

This study told me about extant problems for not only students but also teachers and classroom language, for example their insufficient English proficiency, and gaps in higher-proficiency students and lower-proficiency students. I could understand how affect students in EMI and some problems of EMI. And I could find what students think of EMI. I regard this article is reliable for me. But I want to know more about effectiveness for students of EMI.

Reflection

This study related to my research in various way. Especially I was glad to know about extant problem of EMI. And it is easy to image and understand because of the actual student response. I should research about junior high school level more.

Annotated Bibliography 2

Reference

Brown, H. (2016). English-medium Instruction in Japan: Discussing implications for language teaching. JALT2015・Focus on the learner

Summary

In this article, describing that language teaching and teachers to be achieved with the adoption of EMI, and effect of EMI on Japanese learners.

In EMI development, Japan is slower than other developed country, such as Europe and other Asian countries. And EMI program in Japan tend to be small, but these days, they are growing in both size and number. Due to this growth, the position of English at universities is changing. English was just subject for them so far, but it is now becoming a working academic language and one of the tools for communication. This has implication for language teaching and the role of English language teachers. And discussion about some data of EMI faculty by nationalities and fields in undergraduate EMI. According to these data, several kind of EMI programs are regarded as good opportunity developing a new identity in the university community by language teachers. And, EMI causes motivation problems as one of the effects on students.

Assessment

This study told me that the role of language teaching and teachers as EMI program in Japan. This article described the English education of Japanese university, but I want to know effectiveness of EMI in junior high or high school. And I want to know how EMI affects students, so I think this article is not reliable for me, but I could find other perspective.

Reflection

This study mainly described teacher’s role in EMI. I have always been focused on EMI how it affects students, but this article has given me a new perspective. And this article made me realize that I did not really understand the English education system. So I should know more about it.

Annotated Bibliography 1

Reference

Jessica, G. B., Julie, D., & Ernesto, M. (2018). English medium instruction: Comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching 8 (3).2018, 673-696, doi: 10.147.46/ssllt.2018.8.3.7

Summary

In this article, comparing beliefs about English medium instruction (EMI) held 167 secondary and tertiary EMI teachers from 27 countries. And teacher’s beliefs were elicited in 4 key words: EMI teacher’s goal, EMI policy, benefits and drawbacks to students, and challenges to teachers. First, about EMI teacher’s goal, when teaching through EMI, they are aiming to provide a high level education for home students to improve their English. Second, about EMI policy, a large majority stated all teachers were capable of teaching through EMI. But at both levels “advanced” was the most frequent response. Next, about benefits and drawbacks to students, the secondary teachers felt more strongly that EMI is beneficial to their students. Finally, about challenges to teachers of EMI, the challenges they faced in teaching through English were not insurmountable.

Assessment

This study told me about the difference of how to think or feel about EMI from various perspectives between secondary and tertiary teachers. I want to know effectiveness for students of EMI, and this study showed not only it but also drawbacks for students, and challenges to teachers. It’s enough. So I think this article is reliable for me, but honestly, I want to know more about Japan.

Reflection

This study related to my research in various ways. As I said I want to know about effectiveness of EMI, and this study compares with data from various countries. Therefore, it is possible to widen the vision by comparing it with Japan’s one. Next, I want to focus on Japan.

Searching Academic Text

ダウンロード

クリックして10.1007%2Fs10734-017-0125-1.pdfにアクセス

クリックして10.1007%2Fs10734-018-0323-5.pdfにアクセス

https://www.tandfonline.com/doi/full/10.1080/01434632.2018.1551402?scroll=top&needAccess=true

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.453

https://journals.sagepub.com/doi/10.1177/1028315316647165

https://www.tandfonline.com/doi/full/10.1080/17501229.2017.1375506

https://www.tandfonline.com/doi/full/10.1080/14664208.2016.1204053

クリックしてEJ1182867.pdfにアクセス

クリックしてEJ1131956.pdfにアクセス

file:///C:/Users/aki02/OneDrive/デスクトップ/jalt2015-pcp_054.pdf

file:///C:/Users/aki02/OneDrive/デスクトップ/jinbunkagakuronshu_64_65.pdf

クリックしてEJ1188841.pdfにアクセス

クリックしてED594708.pdfにアクセス

クリックしてEJ1210367.pdfにアクセス

クリックしてEJ1083978.pdfにアクセス

The reason I choose my research topic

I choose the necessity of “All English teaching” in Japan.

Yojiro Noda who is my favorite singer said “The reason Japanese people cannot speak English is because of poor English education in Japan.” Is it true? Originally, I am interested in skills or ability of speaking English, so I decide I am going to research about it. Actually, I am not good at speaking too, I do not know obviously why I can not speak English well. But I expect that I am embarrassed and afraid of making mistakes or I give up on my inability to convey my opinion perfectly to others from the beginning. I think I can not improve my skills or ability of speaking English because of being hindered by perfectionism and unnecessary pride. In fact, it is often said that “Japanese people can not speak English well.” I agree with this opinion, surely, a lot of Japanese people are not good at speaking English, and according to “Test and Score Data Summary to the TOEFL ITP TEST”, it is revealed that Japanese English study standard is lower level among Asian countries. In other words, Japanese people are not only poor at skills of speaking English, but also poor at other skills.

These days, in Japan, English education is regarded as important, as one of the reasons for the progress of globalization. For example, English become a subject in elementary school, starting early English education, and “All English teaching” something like that. Especially, I am interested in “All English teaching”. And I focus on why Japanese education clinging to “All English teaching”.　I want to be an English teacher in the future, so I am really interested in how to develop students’ ability of English. Honestly, I have doubts about English education in Japan. I do not think just “All English teaching” will improve students’ English. Actually, I consider that it is better to use Japanese efficiently.

To sum up, I would like to research the necessity of “All English teaching” in Japan. And I want to make it clearer in comparison with other countries and various data.