244Extracting Tasks in Online EAP (English for Academic Purposes) and EMI (English-Medium Instruction) Courses: From a Learner Needs PerspectiveThe purpose of this study is to investigate what types of tasks are identified in the experiences of students who took online EAP (English for Academic Purposes) and EMI (English-Medium Instruction) courses at the Department of English Language and Literature, School of Education at Waseda University in the academic year 2020. Since the curriculum reform in 2016, many findings on EAP/EMI have been accumulated in this department, but all of them are based on the premise of face-to-face teaching format, and nowadays, when new online teaching formats are being implemented, the previous findings need to be carefully examined. In this study, semi-structured interviews were conducted with 13 students in our department. Based on the data obtained from the interviews, a multi-step analysis was conducted to match the tasks with those identified in previous studies and to extract newly identified tasks. As a result, a total of 65 tasks were finally classified, which consisted of (1) 31 common tasks for face-to-face and online EMI, (2) 21 tasks specific to online EAP, and (3) 13 tasks specific to online EMI. Based on these three categories, the characteristics of the tasks in online EAP/EMI and the differences from the traditional face-to-face tasks were compared. The former two characteristics were that the tasks in online EAP were divided into plain and detailed tasks as a preliminary step to EMI, and the role of materials and teacher’s encouragement became apparent in the tasks in online EMI. In the latter case, (1) uniformity of reading, (2) the role of notes, and (3) opportunities for pair activities emerged from the comparison with face-to-face EMI. The significance of this study is that it comprehensively extracted the tasks in both online EAP and EMI courses and identified the tasks common to both face-to-face and online EMI courses in our department, where EMI has been introduced at the departmental level. The results of this study will contribute to future needs analyses of hybrid courses combining face-to-face and online teaching in terms of methodology and results.Ryo MORIYA, Kana MATSUMURA
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