Challenges of Interactive EMI in Japanese Universities
English Medium Instruction (EMI) in Japanese universities has grown rapidly as institutions strive to internationalize and prepare students for the globalized workforce. While the use of EMI presents significant opportunities, it also introduces a series of challenges, especially when incorporating interactive teaching methods. Below is an analysis of ten key problems related to interactive EMI in Japanese universities, each with a real-world example that highlights the complexity of these issues.
1. Language Proficiency Gaps
In any EMI classroom in Japan, students often come with varying levels of English proficiency. For instance, at the University of Tsukuba, during a group presentation project in an international relations course, students with higher proficiency dominated the discussions, leaving lower-proficiency students silent. This proficiency gap stifled interactive learning, as some students felt too insecure to engage, even though they had valuable insights into the topic.
Example: During group work, higher-level students might present all the key ideas, while lower-level students refrain from speaking, thus creating an imbalance in participation.
2. Cultural Reluctance to Speak Up
Japanese cultural norms, which emphasize modesty and group harmony, can conflict with the interactive nature of EMI. In many cases, students are reluctant to voice their opinions or engage in debates. During a political science EMI class at Waseda University, students were asked to debate the pros and cons of globalization. Despite having researched the topic, many students hesitated to contribute for fear of offending others or standing out, resulting in a subdued classroom atmosphere.
Example: During the debate, only a few outspoken students actively participated, while the majority remained quiet, reflecting a reluctance to disrupt group harmony.
3. Fear of Making Mistakes
In EMI settings, Japanese students often worry about making language mistakes in front of their peers. In a science-based EMI course at Kyoto University, students were asked to present their findings on environmental sustainability. However, several students opted to read directly from their slides without engaging in interactive discussion because they feared making grammatical errors, reducing the opportunity for spontaneous interaction.
Example: Students often prepare scripted presentations and avoid unscripted Q&A sessions because they fear their language mistakes will undermine their academic credibility.
4. Teacher-Centered Pedagogy
Despite the growing trend toward EMI, many professors in Japan still favor traditional lecture-based approaches. At a Japanese national university, a history professor delivering an EMI course on East Asian geopolitics adhered to the lecture format, speaking for the entire class period with little student involvement. While informative, this method restricted opportunities for student interaction, and those who struggled with English found it difficult to follow the dense content.
Example: Students remained passive during the 90-minute lecture, with no questions or interactive elements, leading to disengagement and minimal student input.
5. Classroom Size and Structure
Large lecture halls designed for traditional teaching styles present a significant challenge for interactive EMI. At a large public university in Tokyo, an EMI course on economics had over 100 students seated in fixed rows. This physical setup made it impossible for students to form small discussion groups or engage in face-to-face interactions, thus limiting student-student interaction.
Example: Due to fixed seating, the instructor struggled to implement group activities or discussions, forcing a lecture-only format despite the desire for more interaction.
6. Overemphasis on Content Mastery
In many EMI courses, there is pressure to cover a vast amount of content, leaving little room for interactive activities. In a biology course at a Japanese university, the professor focused heavily on delivering complex scientific theories in English, leaving minimal time for class discussions or interactive problem-solving. As a result, students were overwhelmed by the content and had little opportunity to use English actively during class.
Example: The professor covered multiple topics rapidly without allowing time for interactive activities, such as discussions or hands-on experiments, limiting student engagement.
7. Lack of Familiarity with Interactive Learning Tools
Despite the availability of digital tools that can facilitate interaction, many professors and students in Japan are not familiar with using them effectively. At a private university in Osaka, an EMI course on business management incorporated an online discussion forum using Moodle. However, many students did not engage with the forum, as they were unfamiliar with the platform and unsure how to participate in an online academic discussion in English.
Example: Although the professor encouraged students to post questions and comments online, only a few students participated, and most discussions remained minimal due to lack of experience with online tools.
8. Limited Time for Language Support
Many EMI courses in Japan focus primarily on content delivery, with little time allocated for language support. In an engineering EMI course at the University of Tokyo, students were expected to complete complex technical readings in English. However, the professor provided minimal support for students struggling with the language, leading to frustration and disengagement among some students who couldn’t fully grasp the materials.
Example: Students faced difficulties in understanding technical vocabulary and complex grammar in assigned readings, but the professor did not offer language-based exercises or scaffolding.
9. Inadequate Teacher Training in EMI Pedagogy
A common problem in Japanese EMI contexts is the lack of formal training for professors on how to teach effectively in English. At a university in Fukuoka, a professor of sociology taught an EMI course using methods identical to his Japanese-language courses, without adjusting his approach for the language challenges faced by students. This lack of adaptation resulted in a less interactive and less engaging learning environment.
Example: The professor lectured in English using advanced vocabulary, assuming students would follow, but many students were lost and hesitant to ask questions due to the language barrier.
10. Assessment Methods Favoring Passive Learning
The traditional assessment methods used in Japanese universities, such as exams and written reports, often do not align with the interactive nature of EMI. In an international business course at Keio University, students were assessed primarily through a final written exam, which did not account for the interactive skills they had developed through class discussions, debates, and presentations. This misalignment discouraged students from fully participating in interactive activities, as they saw less value in these for their final grade.
Example: Despite engaging in multiple group presentations and class debates throughout the semester, the final assessment focused solely on a written exam, diminishing the emphasis on interaction.
Where next?
Implementing interactive EMI in Japanese universities faces several challenges, from language barriers and cultural factors to structural and pedagogical constraints. Each of the ten problems outlined above impacts the effectiveness of interactive teaching methods in different ways, highlighting the complexity of adopting EMI in Japan. Addressing these challenges requires a multifaceted approach, including teacher training, institutional support, adjustments to classroom structures, and more flexible assessment methods. By doing so, Japanese universities can better harness the benefits of EMI and help students thrive in an increasingly globalized academic environment.
