16334–341. https://doi.org/10.1177/00336882211005508早稲田教育評論 第 39 巻第１号English-medium instruction. Essays on English Language and Literature [Eigo Eibungaku Soushi], 46, 7–23.Kudo, S., Kiyota, A., Moriya, R., & Matsumura, K. （2024）. Frequent and challenging tasks for learners in English-medium instruction courses: A questionnaire survey for English majors. Waseda Review of Education, 38（1）, 77–90.Macaro, E. （2022）. English Medium Instruction: What do we know so far and what do we still need to find out? Language Teaching, June 2021, 1–14. https://doi.org/10.1017/s0261444822000052Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. （2018）. A systematic review of English medium instruction in higher education. Language Teaching, 51（1）, 36–76. https://doi.org/10.1017/S0261444817000350Ota, H. （2018）. Internationalization of higher education: Global trends and Japan’s challenges. Educational Studies in Japan: International Yearbook, 12, 91–105. https://doi.org/10.7571/esjkyoiku.12.91Ruegg, R. （2021）. Supporting EMI students outside of the classroom: Evidence from Japan. Routledge. https://doi.org/10.4324/9781003097525Sahan, K. （2021）. In conversation with Ernesto Macaro on English medium instruction. RELC Journal, 52（2）, Sawaki, Y. （2017）. Daigaku de senmon wo manabutame no eigoryoku [English ability for learning academic subjects in higher education]. In W. U. Institute for Advanced Studies in Education （Ed.）, Eigo de kyoka naiyo ya senmon wo manabu [Learning academic contents and specialties in English] （pp. 60–72）. Gakumonsha.Schreier, M. （2012）. Qualitative content analysis in practice. In Qualitative Content Analysis in Practice. Sage.Suzuki, S., Harada, T., Eguchi, M., Kudo, S., & Moriya, R. （2017）. Investigating the relationship between students’ attitudes toward English-medium instruction and L2 speaking. Essays on English Language and Literature [Eigo Eibungaku Soushi], 46, 25–41.Uchihara, T., & Harada, T. （2018）. Roles of vocabulary knowledge for success in English-medium instruction: Self-perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52（3）, 564–587. https://doi.org/10.1002/tesq.453
元のページ ../index.html#22