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A Comparison of Content Learning Outcomes between Japanese and English Medium Instruction

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Title: A Comparison of Content Learning Outcomes between Japanese and English Medium Instruction
Language: English
Authors: Ikuya Aizawa (ORCID 0000-0003-4588-6194), Heath Rose (ORCID 0000-0002-6434-6663), Jim McKinley (ORCID 0000-0002-9949-8368), Gene Thompson (ORCID 0000-0002-2406-1364)
Source: Language and Education. 2024 38(6):911-930.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Bilingual Education, Language of Instruction, English, Japanese, Chemistry, Student Attitudes, Language Usage, Knowledge Level, Achievement Tests
Geographic Terms: Japan
DOI: 10.1080/09500782.2023.2238688
ISSN: 0950-0782
1747-7581
Abstract: In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI) (n = 26). Data were collected at a university in Japan where Chemistry courses were taught in both Japanese and English as part of a parallel program offering the same undergraduate curriculum in either of the two languages of instruction. An analysis was undertaken of students' learning outcomes measured by pre-post course content tests. These measurable test outcomes were triangulated with data from student interviews (n = 17) to identify differences in the learners' perceived experiences according to the medium of instruction. While the quantitative results revealed no significant overall differences in the adjusted post-test scores between EMI and JMI students, the qualitative data offered more detailed insight into the participants' perspectives of content learning, highlighting unique challenges faced only by the EMI group. Findings point to implications for educational provision in contexts where the global trend of EMI has largely been unaccompanied with research evidence on its cost-effectiveness.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1452041
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ikuya+Aizawa%22">Ikuya Aizawa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4588-6194">0000-0003-4588-6194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heath+Rose%22">Heath Rose</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6434-6663">0000-0002-6434-6663</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jim+McKinley%22">Jim McKinley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9949-8368">0000-0002-9949-8368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gene+Thompson%22">Gene Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2406-1364">0000-0002-2406-1364</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: In the growing body of English medium instruction (EMI) research, few studies have directly compared the effects of medium of instruction on subject learning. This study compares direct measures of content knowledge and perceptions of knowledge acquisition for students studying Chemistry via English (n = 27) and Japanese Medium Instruction (JMI) (n = 26). Data were collected at a university in Japan where Chemistry courses were taught in both Japanese and English as part of a parallel program offering the same undergraduate curriculum in either of the two languages of instruction. An analysis was undertaken of students' learning outcomes measured by pre-post course content tests. These measurable test outcomes were triangulated with data from student interviews (n = 17) to identify differences in the learners' perceived experiences according to the medium of instruction. While the quantitative results revealed no significant overall differences in the adjusted post-test scores between EMI and JMI students, the qualitative data offered more detailed insight into the participants' perspectives of content learning, highlighting unique challenges faced only by the EMI group. Findings point to implications for educational provision in contexts where the global trend of EMI has largely been unaccompanied with research evidence on its cost-effectiveness.
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