Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme

This article examines the relationship between Japanese undergraduate students' English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening, speaking and writing) to experience a lower level of linguistic challenges. A total of 264 students were surveyed in Tokyo, Japan, and 13 follow-up interviews were conducted. Exploratory and confirmatory factor analyses confirmed the underlying factors in the EMI (English medium of instruction) Challenges Scale loaded onto a priori assumptions of dimensions falling along skill-based constructs. Analysis of questionnaire data revealed that English language proficiency (i.e. TOEIC score) was a statistically significant predictor of challenges in the EMI programme. While no clear discernible threshold was observed, the differences in perceived ease of study at different levels of English proficiency influenced the challenges students reported for each academic skill. Interview data uncovered the multi-faceted nature of how the thresholds are determined not only by language proficiency but also by other factors, such as prior content knowledge, motivation, and the classroom learning environment. Practical implications for pedagogy are also discussed.

Automated summary

This article examines the relationship between Japanese undergraduate students' English language proficiency and the challenges they face when studying international business courses in English. It also explores the thresholds of English language proficiency required for students to experience less linguistic challenges in each academic skill. The study found that English language proficiency, measured by TOEIC scores, significantly predicted the challenges faced in the English medium of instruction (EMI) program. The differences in perceived ease of study at different proficiency levels influenced the reported challenges in each academic skill. The study also highlighted the multifaceted nature of how these thresholds are determined, taking into account factors such as prior content knowledge, motivation, and the classroom learning environment.