The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
<p>Research into language-related challenges confronting EMI students is accumulating but gaps in understanding remain. One skill – academic writing – has not received the close-grained attention it merits given the centrality of the essay as a means of assessing EMI students. There is also a...
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| Format: | Thesis |
| Language: | English |
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2022
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| _version_ | 1826315626226909184 |
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| author | Hadingham, O |
| author_facet | Hadingham, O |
| author_sort | Hadingham, O |
| collection | OXFORD |
| description | <p>Research into language-related challenges confronting EMI students is accumulating but gaps in understanding remain. One skill – academic writing – has not received the close-grained attention it merits given the centrality of the essay as a means of assessing EMI students. There is also a dire need for longitudinal insights into the EMI transition and a richer exploration of its lived reality. Such research may also provide valuable pointers to improving this crucial adjustment period.</p>
<p>The current charts the writing challenges and task-based confidence (i.e., self-efficacy) of 40 freshman EMI social science students during their initial 14-week academic writing preparatory course at a university in Japan. It clarifies 1) what writing challenges are faced and how they evolve; 2) students’ self-efficacy beliefs about academic writing and how they develop; 3) the influence of language proficiency and self-efficacy on perceived writing challenges. A mixed-methods approach was chosen in pursuit of these goals. Quantitative data was gathered over four timepoints through an EMI Writing Challenges Scale and an EMI Writing Self-efficacy Scale. Qualitative data was collected via nine student journal entries written through the semester by all 40 participants and three semi-structured interviews conducted with nine students.</p>
<p>Findings reveal that writing challenges lessened somewhat over the semester, yet the trend was not linear nor uniform. Self-efficacy remained largely stable as the semester progressed, but key differences existed between the nature and robustness of students’ beliefs. Overall, the initial adjustment journey to full EMI study remained a challenging one for participants. Implications for EMI policy and pedagogy are discussed.</p> |
| first_indexed | 2024-03-07T07:20:49Z |
| format | Thesis |
| id | oxford-uuid:0e85c4df-b7fc-4c7b-947f-ef5fa448cde8 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-12-09T03:29:36Z |
| publishDate | 2022 |
| record_format | dspace |
| spelling | oxford-uuid:0e85c4df-b7fc-4c7b-947f-ef5fa448cde82024-12-01T12:19:46ZThe adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan Thesishttp://purl.org/coar/resource_type/c_bdccuuid:0e85c4df-b7fc-4c7b-947f-ef5fa448cde8English language--Study and teaching--Foreign speakersEnglishHyrax Deposit2022Hadingham, O<p>Research into language-related challenges confronting EMI students is accumulating but gaps in understanding remain. One skill – academic writing – has not received the close-grained attention it merits given the centrality of the essay as a means of assessing EMI students. There is also a dire need for longitudinal insights into the EMI transition and a richer exploration of its lived reality. Such research may also provide valuable pointers to improving this crucial adjustment period.</p> <p>The current charts the writing challenges and task-based confidence (i.e., self-efficacy) of 40 freshman EMI social science students during their initial 14-week academic writing preparatory course at a university in Japan. It clarifies 1) what writing challenges are faced and how they evolve; 2) students’ self-efficacy beliefs about academic writing and how they develop; 3) the influence of language proficiency and self-efficacy on perceived writing challenges. A mixed-methods approach was chosen in pursuit of these goals. Quantitative data was gathered over four timepoints through an EMI Writing Challenges Scale and an EMI Writing Self-efficacy Scale. Qualitative data was collected via nine student journal entries written through the semester by all 40 participants and three semi-structured interviews conducted with nine students.</p> <p>Findings reveal that writing challenges lessened somewhat over the semester, yet the trend was not linear nor uniform. Self-efficacy remained largely stable as the semester progressed, but key differences existed between the nature and robustness of students’ beliefs. Overall, the initial adjustment journey to full EMI study remained a challenging one for participants. Implications for EMI policy and pedagogy are discussed.</p> |
| spellingShingle | English language--Study and teaching--Foreign speakers Hadingham, O The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan |
| title | The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
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| title_full | The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
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| title_fullStr | The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
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| title_full_unstemmed | The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
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| title_short | The adjustment journey: writing challenges and self-efficacy of students in transition from high school to an English medium instruction (EMI) university programme in Japan
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| title_sort | adjustment journey writing challenges and self efficacy of students in transition from high school to an english medium instruction emi university programme in japan |
| topic | English language--Study and teaching--Foreign speakers |
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