抄録
This study reviews the introduction of English Medium Instruction (EMI) in Japanese universities. Focusing on two types of EMI contexts (one targeted at Japanese students, and the other offered primarily to international students), the study investigates how much Japanese students’ motivation to learn English and their proficiency in English predict EMI success, operationalized as final disciplinary exam scores as well as their intrinsic motivation to study the discipline in English (EMI intrinsic motivation). Questionnaires were administered to assess motivation and elicit other information including TOEFL scores at the beginning and end of the semester (or quarters). Results show that English proficiency predicted final test scores at one university and that initial English learning motivation predicted intrinsic motivation to learn in EMI settings at both universities. After dividing the participants into two groups based on a given proficiency threshold level, we found that the higher proficiency group comprehended lectures to a significantly larger extent and obtained significantly higher final test scores than the lower proficiency group. Attitudinal differences between the two groups were also noted. We suggest that methods used in Content and Language Integrated Learning (CLIL) may be useful in assisting comprehension and enhancing EMI intrinsic motivation.
https://ror.org/03xg1f311 
