An Experience Report on English Medium Instruction (EMI) based Computing Education in a Faculty of Engineering in Japan

Abstract

In response to the globalization of education, an increasing number of Japanese universities are adopting English-medium instruction in computing classes. However, instructors often encounter significant barriers, ranging from the students’ insufficient English language competency to the passive learner mentality, and research on EMI-based computing education remains limited. In this short paper, we share the strategies that we implemented both at the course level and at the department level to support students’ learning in EMI-based computing courses. We map our strategies to the three dimensions of transitions posed in the multiple and multidimensional transitions (MMT) theory. While previous studies and common EMI practices have focused primarily on supporting students’ academic and social-cultural transitions, some of our strategies also serve to support students’ psychological transition from high school to university in an EMI context. Our experience has relevance for other educational institutions, particularly those in Japan, where English-taught computing courses are being implemented or expanded.