Tracking the first-year experience in English medium instruction: A pre-post study of transitional challenges

This study explores the changes in perceptions of transitional challenges faced by learners studying Chemistry through English-medium instruction (EMI) at a university in Japan over one academic semester. The research investigates the relationship between students' English proficiency, academic performance, and their perception of transitional challenges. The study involves 27 students from an introductory Chemistry course and adopts a mixed-methods approach. The quantitative analysis utilises IELTS scores, as well as pre -and post-content tests, to examine the relationship between language proficiency and academic performance. Complementing these findings, the qualitative analysis provides insights from semi-structured interviews conducted at the start and end of a 12-week semester. These interviews offer an in-depth look into the individual transition pro-cesses of six purposefully selected students who represent a range of backgrounds and varying degrees of success in EMI, including both international and local students. The findings indicate that English proficiency alone does not guarantee a successful transition into EMI. Other factors play crucial roles in the rate and extent to which students overcome transitional challenges. The study recognises the need for ongoing support to help stu-dents navigate persistent transitional challenges in EMI. Implications are discussed regarding language support, EMI curriculum planning, and future research directions.(c) 2023 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Automated summary

This study investigates the changes in perceptions of transitional challenges faced by Chemistry learners studying through English-medium instruction (EMI) in a Japanese university. The findings suggest that English proficiency alone is not sufficient for a successful transition into EMI, and other factors play crucial roles. The study emphasizes the need for ongoing support to help students navigate transitional challenges and discusses implications for language support, EMI curriculum planning, and future research directions.