Improving English-Medium Instruction in Higher Education by Applying Multilevel Instruction: Lessons From Japan

• In Event: International Views on Language of Teaching and Learning

Abstract

Responding to the burgeoning trend of English-medium instruction (EMI) in non-Anglophone countries, this study explores multi-level instruction as an innovation in teaching and learning that could further advance the internationalization efforts of post-secondary institutions in these settings. Empirical work was conducted between 2020-2021 at a Japanese university that is renowned for its internationalization and EMI activities. Data was gathered on the learning outcomes in classes where multi-level instruction was employed. By exploring student self-perceptions about how their multi-level instruction-based course experiences compared with those in their regular EMI courses, the study highlights multiple outcomes associated with the former. Specifically, this included a sense of increased: inclusion, engagement, academic knowledge and skill competency, linguistic ability, and motivation.

Author

• Thatcher Austin Spero, Waseda University