1

研究論文

A Path from English-speaking Countries toEnglish Programs in Japan:
Factors Influencing Chinese Students’ Choices
Siyan Dang
（Waseda University）

1. Introduction
The number of English courses has been increasing in Japan. The Japanese Ministryof Education, Culture, Sports, Science and Technology (MEXT) has explicitly statedthat the measures taken to realize the goal of 300,000 international students will be ‘todevelop universities centres for internationalization (G30 project)’ and to ‘increase
courses conducted only in English’ (MEXT, 2012:17). There are two reasons for theincreasing implementation of English courses in Japan. From a macro perspective,
implementing English courses can empower universities, promote the globalization ofuniversities, and make universities more attractive. From a micro perspective, English
courses can help Japanese students to acquire English proficiency and help
international students to feel at ease studying in Japan.
The philosophy behind English courses is English Medium Instruction (EMI) – the useof English to teach academic subjects other than English in countries or regions where
English is not the dominant language (Macaro et al., 2018). Scholars have identified
several driving forces behind the internationalization of Japanese higher education,
such

as

improving

university

rankings,

improving

Englishproficiency,

internationalizing education, nurturing global human resources by using English atuniversities to bolster domestic students’ career prospects, improving the domestic
labour market and the performance of Japanese companies, and reinforcing themobility of international students and faculty members (Iino, 2018; Aizawa and
McKinley, 2020; Macaro et al., 2018; Cameron and Galloway, 2019: Galloway andCurle, 2022; Yonezawa and Shimmi, 2017).
However, many problems remain unsolved, such as language-related issues. EMI
students often do not receive sufficient education on content due to their lack ofEnglish proficiency (Hellekjær, 2010), regarded as a major obstacle (Chapple, 2015; Huet al., 2014). One approach to increasing students’ chances of success in EMI programs
is to support the growth of English language proficiency (Rose et al., 2020).

Siyan Dang

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Furthermore, due to the failure to include criteria for instructors’ English proficiency
in EMI guidelines (Aizawa and Rose, 2019), instructors’ limited linguistic ability may
also prevent them from using anecdotes or colloquial expressions in their courses(Bradford, 2012. This disadvantage may hinder the success of EMI (Aizawa and
McKinley, 2020). Consequently, some students believe their teachers’ limited English
abilities prevent them from teaching effectively (Galloway et al., 2017).
Despite the disadvantages of EMI programs in Japan, the number of enrolledinternational students is increasing significantly. For example, MEXT initiated the
Top Global University Project (TGUP) in 2014. Its leading performance indicators are‘to increase the number of classes, start foreign languages’ and ‘to increase the ratio ofinternational students in the total student population’ in Japan (MEXT, 2018:2).
TGUP’s midterm report states that the number of English courses increased by 2.5
times from 2013 to 2019. The number of international students enrolled in English
courses also increased by 1.7 times over this period.
International students who have studied and graduated with a degree fromEnglish-speaking countries are notable in EMI programs. They have experienced
immersive English-speaking environments and received lectures from mainly native
English speakers, considered ideal EMI instructors (Galloway and Ruegg, 2022).
Despite this, they still chose Japan as a study destination. Their motivations are vague
and underresearched. Why are they willing to study in another country in English
even though they face the risk of less proficient instructors and less effective teaching?
EMI involves more than adopting English-medium courses and consideringinternational circumstances; it may have various attractions for international students.
This article aims to understand how Chinese students decide to move fromEnglish-speaking countries to EMI programs in Japan and elucidate the factors
influencing their choices. Understanding their choices will help to promote a better
environment for international students and improve EMI in tertiary education.
However, ‘international students’ are a complicated group because they may havedifferent backgrounds and life trajectories influenced by their own cultures. Their
motivations for enrolling in EMI programs may also vary. Therefore, this research will
focus on only one group, Chinese students, who constitute the largest group ofinternational students in Japan. Considering the context of Chinese culture, thisresearch will answer two research questions:1.

How do Chinese students decide to move from English-speaking countries to

EMI programs in Japan?

A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

2.

3

What factors influence their choices?

2. Literature review
Although increasing the number of international students is central to theinternationalization of Japanese higher education policy, limited research has been
conducted on international students in the EMI settings in Japan (Galloway and Curle,2022). Despite the advantages and objectives of implementing EMI from students’perspectives, it remains unclear whether the concept of internationalization attracts
them and why they are choosing EMI programs. This article’s literature review
investigates these possible reasons from two perspectives: why Japanese students
choose EMI courses in Japan and why international students choose EMI programs inJapan.

2.1 Why do Japanese students choose EMI courses in Japan?
Japanese students’ motivation for taking EMI courses is English-oriented (Aizawa etal., 2020; Bradford, 2019; Galloway et al., 2020; Uchihara and Harada, 2018). For
example, Chapel (2015) explored the attitudes of EMI students and discovered thelimitations and problems involved with EMI courses. In his research, students (n=89)
were asked to select up to three reasons for taking EMI courses. The most popular
reason was to ‘improve English ability’ (n=74). The following were to ‘make foreign
friends’ (n=49) and ‘experience real English’ (n=35).
Sugimoto (2020) compared the experiences of students enrolled in two EMI programs(n=71, n=93) and found that students enrolled in EMI classes primarily aimed to
improve their English skills and increase their competitiveness in the global job
market. The study results indicated that the most effective reasons were ‘I wasinterested in the subjects’ and ‘I like courses taught by English native speakers.’

2.2 Why do international students choose EMI programs in Japan?
International students’ desire to study in Japanese EMI programs is primarily
motivated by the international prosperity associated with Japan’s society. For example,
Shimauchi (2014) studied EMI international students in Japan (n=12) and Korea(n=13) and found national and regional push and pull factors. National push factors
included dissatisfaction with education in home countries and the intention to escapefrom the life routine. In contrast, national pull factors consisted of scholarship,connections with people in recipient countries, and interests in the recipient countries’
culture and society. Furthermore, many students showed interest in the region.

Siyan Dang

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Based on Shimauchi’s (2014) work, Nemoto (2017) used Trajectory Equifinality
Modelling (TEM), which is the main approach adopted in this article, to discover thepush and pull factors of Asian students (n=4) choosing EMI programs in Japan. Asianstudents’ reasons for choosing EMI programs included:• Attraction of studying abroad;• Desire for English education;• Advice from Japanese friends;• Lack of Japanese ability;• University’s reputation;• Beliefs about life after entrance (Experience European atmosphere inAsia);The use of English in EMI attracts many international students but is not as crucial
for Japanese students. Instead, Japanese students consider English ability as a route
toward learning rather than an objective. They consider social factors and trends as
essential determinants.
Quantitative research has also been conducted on this topic. Galloway and Curle(2022) addressed students’ (n=102) incentives and attitudes toward studying English
in Japanese universities, examining why international students choose English
teaching programs in Japan and international students’ attitudes towards English
teaching programs in Japan. They identified the primary motivation for enrolment in
EMI programs as ‘an interest in learning Japanese and visiting Japan.’ Other
motivations included a desire to improve their Japanese proficiency, a desire to study
in Japan, an awareness of the role of English as the world’s lingua franca, the qualityof the program, and the opportunity to improve English proficiency.
Rakhshandehroo and Ivanova (2020) researched 137 international students from two
Japanese universities to understand the contexts and conditions contributing tostudents’ satisfaction or dissatisfaction with their on-campus experiences. The reasonsfor choosing EMI programs in Japan included scholarship opportunities (n=71), thehigh quality of the research fields (n=53), the attraction to Japanese culture (n=51)
and having a connection in Japan (n=14). However, neither scholarship nor research
fields were reported as essential reasons for participants.
Shimauchi (2014) also indicated that studying in English-speaking countries is thefirst choice of many students who want to be educated in English. However, many
students may be unable to do so due to financial problems, high English requirements
in English-speaking countries, students’ desire to focus on academia (they assumed
there would be parties and distractions in the US), and English-speaking countries’A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

5

accessibility to Asian countries. Some interviewees declared their expectations to study
in English-speaking countries after graduating and considered EMI programs in Asia
as a way to become accustomed to English-speaking environments.
However, some students study in English-speaking countries and then come to Japan.
No research has been conducted on the factors influencing this choice. This study will
fill this research gap by examining these students’ motivations.
3. Research methods

3.1 Methodology
Following Nemoto’s (2017) approach, this research applied TEM to capture anddescribe Chinese students’ life trajectories toward EMI programs. TEM is a cultural
psychology methodology that attempts to depict individual transformations in relation
to historical, social, and cultural backgrounds within an irreversible time (Yasuda andSato, 2012). The final state of the individual’s life may be reached through different
routes, referred to as equifinality.
In TEM, the researcher needs to define the Equifinality Point (EFP) of interests in theprocess, for example, beginning college or getting married. In this study, The EFP isentering EMI programs in Japan. However, this EFP is merely one aspect of anindividual’s life. Complementing this, polarized EFP refers to deciding not to begin an
EMI program in Japan. While progressing toward an EFP, each individual experiences
phases and undergoes trajectories that may or may not vary. Every individual
experiences an Obligatory Passage Point (OPP) (Sato et al., 2009), such as leaving thecountry where they were previously resisding. Alternative options are presented at the
Bifurcation Point (BFP) (Sato et al., 2009). At this point, life courses are potentiallytransformed by diverging trajectories. However, the alternatives may not be actualroutes; a rational BFP occurs when an individual looks back and realizes they could
have had a different life course if they chose another option.
In the life course, social forces influence individuals’ choices, acting as either Social
Direction (SD) or Social Guidance (SG). SG is the driving force facilitating the processof EFP, while SD is the force obstructing progression toward an EFP (Yasuda et al.,2015a: 38). Either SG or SD is always stronger than the other, helping the individual
to make a decision.

3.2 Participants
Researchers can use a 1/4/9 rule for participant capacity (Yasuda, 2015b). Researching
one participant helps to understand the individual; researching three to fiveSiyan Dang

6

participants helps to capture similarities and differences; researching seven to 11
participants makes a result generalizable. Based on this rule, this study examined four
Chinese participants. Their details are provided in Table 1. This research recruitedfour participants aged between 20 and 30 from three popular destinations for studying
abroad in China to identify similarities and difficulties. The students were taking
different majors.
Table 1 Status of participants before and after coming to Japan
Status

Before coming to Japan

Student 1 (Male)Ph.D. student

MSc in the UK

Student 2 (Female)

MA student

MA in Canada

Student 3 (Female)

MA graduate

BA in Canada

Student 4 (Male)

MEng student

MEng in the US

3.3 ProcedureSemi-structured interviews were conducted with each participant between June and
September 2022 to examine why the students originally studied in English-speaking
countries. The interviews were recorded and fully transcribed, after which thetranscriptions were read through several times carefully.
Following Arakawa et al.’s (2012) and Yasuda et al.’s (2015b) approaches to coding, theresearcher first determined an irreversible timeline for each participant. All thenarratives were segmented by meaning clusters. They were then labelled andpositioned into the timeline. Then, similar actions, emotions, and perceptions were
determined, and BFPs were clarified. After determining the possible points and actual
points, the researcher determined the trajectory and checked the traceability of eachinterviewee.
In the next step, SDs and SGs were analyzed without being constrained by any
existing framework. The researcher coded narratives sentence by sentence and foundnumerous factors influencing every step. The four participants had similar experiences,
so the same codes were categorized and reorganized. Finally, time periods were
determined.
4. Results and Analysis
Figure 1 shows the trajectory of the participants before they entered EMI programs. It
shows the similarities and differences between each participant. This section willaddress the first research question: How do Chinese students decide to move fromA Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

7

Figure 1 TEM figure: Pathways before entering EMI programs

English-speaking countries to EMI programs in Japan?
‘Study in English-speaking countries’ and ‘leave the country’ were the two OPPs in thisprocess. The irreversible time was divided into three periods: the incubation period,
the discovery period, and the accelerating period. The participants’ physical andmental statuses radically changed before and after the OPP.
In the incubation period, each participant had a deep affection for Japan. Student 1
used to receive exchange students from Japan as a host family when he was in highschool. He was impressed by their manner and became adapted to Japanese culture atthat time. Student 2 participated in a visiting program held by her high school and had
the opportunity to visit a famous factory in Japan, where she felt welcomed. The
culture of Japanese companies also attracted her. Students 3 and 4 both explicitly
stated that they were fascinated by Japanese culture, including its travel opportunities
and animations.

Excerpt 1 (translated by the researcher):(1) In addition, I received exchange students from Japanese high schools during
my high school period. As they were living in my home, we could communicate fora long time. I learned a lot about Japanese culture, which made me very curious
about it.

Siyan Dang

8(2) (We had an exchange program to Japan) And then we visited a high school. We
needed to change our shoes! There was a lawn and so many things. So fancy! Thenwe visited (a famous company) there, which made me feel very good.
(3) In fact, I have always been interested in Japan. When I was in high school, I
wanted to study abroad, but I didn’t learn Japanese at that time (that’s why I gaveup).
(4) I have been watching Japanese animations and travelling to Japan many times
and learnt Japanese by myself.
After around 12 years of preparation for the Gaokao (Chinese university entranceexam), entering college remains the primary goal in the Chinese educational system.
Despite their interests in foreign cultures, only one student studied abroad; the otherthree attended college in mainland China. Only afterwards, while studying in college,
they started considering studying abroad.
There were two SGs in this period: the ‘study abroad boom’ and ‘degree-worship’.
Domestically, 4,570,0002 candidates applying for China’s national graduate school
entrance exam in 2022 indicated their goal of pursuing a higher degree. Furthermore,data from the Chinese Ministry of Education suggests that in 2019, there were703,5001 Chinese students studying abroad. This number continues to increase evenafter the COVID-19 pandemic. In world-class universities and first-class discipline
universities, also known as the ‘Double-First Class’ universities, 4.8% of graduates
Figure 2 Distribution of destinations for undergraduates to study abroad in 2019
(Wang and Miao, 2021)
Others, 5.80%
Canada, 1.70%
Germany, 2.00%
Singapore, 2.10%
Russia, 2.30%
Macau, PCR, 2.40%
France, 2.70%

UK, 28.70%

Korea, 3.10%

Japan, 9.90%

Hongkong, PCR,
14.30%

Australia, 10.80%
US, 14.20%

A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

9chose to study abroad in 2019. Additionally, 1.7% of students from other universities
also chose to study abroad (Wang and Miao, 2021:64). The goals of obtaining a master’s
degree and studying abroad motivate Chinese students who did not go abroad during
their undergraduate degree to apply for graduate school courses abroad.
After deciding to study abroad, two possible choices emerged: going to Japan or going
to English-speaking countries like the US (14.2%) and the UK (28.7%), the two mostpopular foreign destinations for Chinese undergraduate students (Figure 2).
Many social factors acted as SDs, influencing Chinese students’ decisions. For
example:Excerpt 2 (translated by the researcher):
I felt very envious of students who stayed abroad. I remember a friend of mine
whose mother was a visiting scholar at Harvard University, and he spent a year in
the community high school there. Although it was a normal school, it was very
different. For example, they created a cell model in biology class. So, I started
thinking that it was cool to study in Western countries.
Student 2 reported that she was affected by a peer model in her high school who
returned from the US. She admired this student’s lifestyle. The attraction ofEnglish-speaking countries overweighed her affection for Japan, and eventually, shedecided to study in English-speaking countries at this stage.
The discovery period began with studying in English-speaking countries and was fullof loss and self-doubt. Participants’ routes differed during this period, but there werealso similarities. Apart from Student 3, who graduated before the COVID-19 pandemic,
the other participants faced challenges due to the COVID-19 pandemic while studying
abroad. Their courses were transferred online, many countries were out of control, andthey were not allowed to return to China due to flight restrictions. Even though someof them had considered finding a job in an English-speaking country after graduation,
the COVID-19 pandemic made this impossible. Job vacancies decreased, and domestic
citizens were prioritized for the limited jobs available. Furthermore, traditional
concerns surrounding inconvenient transportation and an unsafe environment, such as
the prevalence of guns in the US, caused students to feel less satisfied with theirexperiences in the US, UK, and Canada. They were confused about the future andlooked into alternative paths after graduation.
Interpersonal relationships were vital during this period. Student 3 moved to China,
where she built a relationship with a Japanese student. Similarly, Student 4 undertook

Siyan Dang10a project at a Japanese university, where he was now enrolled. These connections
influenced their future choices. Students 1, 2, and 4 indicated that they thought about
returning at first because they wanted to see their partners and their family.

Excerpt 3 (Translated by the researcher):(1) I got married, and I want to stay closer to my wife.
(2) My boyfriend was Japanese. I was thinking, why not go to Japan?
(4) There were many objective reasons. My family and my girlfriend were in
China, and I was kind of hoping to go back, but I couldn’t. So, I need to go backto Asia at least.
Chinese students’ path to EMI programs was accelerated after deciding to leave thecountry, referred to as the accelerating period. Although they had other possible
choices, such as moving back to China, which some students tried, pressurized working
environments and uncertainties regarding COVID-19 policies motivated them to moveto Japan, an Asian country close to home with more possibilities. Notably, the students
held a deep respect for Japan, which developed over many years – the so-called ‘chaseof an old dream.’
After deciding to go to Japan, the students looked into EMI programs. Entering
university was much easier than finding a job because the students were often not
required to submit an English proficiency certificate. Furthermore, they did not haveto learn Japanese, even if they knew some, but not enough, for the entrance exams.
Student 1 was an exception and decided to pursue a degree before moving to Japan.
The four participants shared similarities and differences in their experiences. Somefactors highlighted by the students could be both SG and SD, such as the COVID-19
pandemic. The pandemic was the main reason most students left the US, UK, or
Canada because Japan was more under control. However, the pandemic also madethem doubt whether studying abroad was a good idea. They may have been unable toreturn to China due to the country’s quarantine policy. Furthermore, some factors
shifted between SG and SD, like international identity, which motivated the students
to study in English-speaking countries but also in Japan.
In contrast to students who had never been to other countries, students who studied in
English-speaking countries had lower expectations of instructors’ English proficiency.
They did not criticize their instructors’ English. They appreciated it because they could
concentrate on professional content and learn more from non-native speakers who
spoke more slowly.

A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

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5. Discussion
This section answers the second question: What factors influence Chinese students’choices to move from English-speaking countries to EMI programs in Japan? The
results significantly differ from those presented by previous research.

5.1 Pull factors
5.1.1 Asia’s pull
An old Chinese by Confucius states, ‘While parents are still living, it is better for thechild not to go on a long sojourn.’ In the era of urbanization and globalization, students
and workers are moving across borders to pursue a better life. However, the traditional
ideology of staying by the parents’ side and prioritizing the family’s well-being is rooted
in Chinese culture (Peng, 2014). Chinese parents try to provide the best opportunities
for their children to be educated, understand the world, and have broader horizons.
However, due to the one-child policy and Chinese culture’s family-oriented values, they
always hope that their children will return home or at least be near them after theyfinish their education. Chinese students often claim that ‘my parents want me back.’
Chinese students also have strong connections with their families. Due to thegeographical and time difference between English-speaking countries and China,
many students feel obligated to stay closer to their families in case of an emergency orwhen their parents need them. Therefore, several factors pull students back fromEnglish-speaking countries, including their strong willingness to ‘go back to Asia’, notspecifically China or Japan or any other Asian countries, but at least Asia, where theirfamily is within an accessible distance.
Intimate relationships are also an attraction but not a determinant factor. In thisresearch, all four participants’ decisions to return to Asia were affected by theirpartners. Similarly to the attachment to family, the pursuit of a stable relationship is
also respected in China (Xiao, 2016). Therefore, Chinese students often plan for the
future under family collectivist values (Quan and Si, 2010).
Socially, the value of marriage also restricts students. Younger generations are
expected to get married and build a family before a certain age; otherwise, they may
stigmatize their family (Luo, 2022). The push for marriage becomes stronger after
around 25, the age at which most graduate students finish their education. In thisresearch, all four participants had partners in China or Japan. They were trying tomaintain a healthy relationship, but the awareness of ‘self ’ cultivated in Westerncountries resulted in them refusing to give up on their own goals. After many struggles,

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Siyan Dang

dilemmas, and compromises, they finally decided on a path satisfying their parents,
partners, and themselves, which was returning to Asia.

5.1.2 Japan’s pull
After deciding to return to Asia, Japan’s national pull was a significant factor.
Japan pulled students through its soft power, including social values and cultural
outputs. The participants had been connected to Japan since secondary high school,
including its culture, society, and people. Their affection for Japan was rooted in theirconnections, which significantly influenced their choices. After graduating, they could
have chosen a different path, but their past experiences with Japan played a crucialrole.
Second, Japan is the most developed country in Asia, giving it an instrumental
advantage. Studying in Japan was regarded as suitable for career advancement.
Furthermore, families capable of funding their children to study abroad are generally
well-educated and in the Chinese upper class (Wang and Miao, 2021). Whenconsidering studying abroad, the students said they preferred developed countries andindicated their intentions to immigrate to a safer, cleaner, and more prosperous
environment. Japan was their first choice.
Contrasting previous research on ordinary routes, none of the four participantsconsidered universities’ rankings, reputation, and academia. Instead, they considered
the experience of studying in Japan to be attractive. This focus suggests that theyvalued experience rather than academic achievement. Japanese universities have good
reputations in academia but rank relatively low. For example, the best university inJapan, the University of Tokyo, ranked only 77 according to US news3 and 39 according
to Times Higher Education4. For ranking-oriented students, Japan may not be a good
destination. However, after obtaining a degree in the US, UK, or Canada, many
students met their education expectations and were now focusing on the country thatappealed to them. Therefore, Japanese EMI programs hold more social rather thanacademic meanings.

5.2 Push factors
5.2.1 English-speaking countries’ pushDissatisfaction with the US, UK, and Canada was the main factor pushing Chinese
students to Japan’s EMI programs. Due to the cultural differences between Easternand Western countries, the participants experienced cultural shock when studying
abroad. In Canada and the US, some universities are located in small villages, where it

A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

13

is hard to get around if you do not drive, especially when it is snowing. The
participants were not used to this environment and disliked the inconvenienttransportation and weather conditions, making them more likely to leave thesecountries.
Frequently reported gunshots also caused safety concerns for Chinese students andtheir families. After COVID-19, the anti-Asia or anti-Chinese (Ho, 2021; Chiang, 2020)
movements made Chinese students’ life even harder. The COVID-19 pandemic also
caused disorder in society. Many Asian countries required citizens to wear masks andbe extremely cautious, while Western countries held different opinions on the severityof COVID-19, making Chinese students anxious about the situation.
Finally, the English ability that the participants developed in English-speaking
countries contributed to their final decision to pursue EMI programs instead of otherJapanese programs. Some students were not required to provide English proficiency
test reports, such as TOEFL, when they applied to courses, making them more
confident about studying in Japan, where their English ability is regarded as linguistic
capital. Conversely, it is only seen as a basic life skill in English-speaking countries.
These factors pushed the participants to leave the country and eventually pushed themto EMI programs in Japan.

5.2.2 China’s push
After Chinese students were pulled back to Asia, several situations in China pushedthem to Japan’s EMI programs. A recent social phenomenon called neijuan (involution),in which meaningless competition occurs, has received significant attention in the
Chinese media since 2020. The word neijuan deviated from its original use regarding
agricultural involution after its use by Geertz (1963) and now describes the situation in
China where “individuals are compelled to overwork because of the standard raised bytheir peers who appear to be even more hardworking” (Koetse, 2021). Students are
getting better degrees but doing less compatible jobs in this environment.
This phenomenon was generated by China’s social condition. The COVID-19 pandemic
and socioeconomic stagnation have primarily affected the generation who graduated
and was supposed to enter the job market between 2020 and 2022. According to theChinese Ministry of Education, the number of university graduates entering the job
market in 2021 reached a record high of 9.09 million and 10.76 million in 20225.
However, graduates’ chances of finding a job that matches their education and personal
expectations are slim because of the limited job vacancies compared to before the
COVID-19 pandemic. More graduates are reluctant to enter the labour market; instead,14

Siyan Dangthey choose to pursue a further or double degree to delay their employment.
Consequently, students who have studied abroad cannot adapt to the fierce
competition in China, motivating them to move away to Japan.
6. Pedagogical implications and conclusion
This research has investigated why Chinese students choose EMI programs in Japanafter graduating from English-speaking countries. Adopting the TEM, qualitative
research on 4 participants was conducted to identify similarities and differences
between their choices. The results indicated that students take EMI programs inJapan due to the Japanese context rather than the quality of EMI. Chinese students
mainly come to Japan for the social meanings of Japan’s EMI programs.
This study has several implications for practitioners. Universities should provide more
opportunities for EMI students to be exposed to Japanese culture and provide moreaccess to the Japanese community. The Japanese language remains dominant inJapanese society, and even though EMI international students’ status in Japan isreified through admission to graduate school, it is hard for them to be entirely accepted
as a member of the Japanese-speaking community due to their limited Japanese
proficiency. Rakhshandehroo (2017) showed that international students in EMI
programs need more administrative support in English due to their lack of Japanese
proficiency. Providing students with opportunities to be immersed in Japanese society
would satisfy their expectations of life in Japan and make them feel included as
non-Japanese speakers.
Students’ lack of Japanese ability and the difficulty of the Japanese entrance
examination prevent international students from studying in Japan. EMI can provide
a solution for these students. However, not many students know about EMI programs
when they are deciding whether to study abroad. If EMI programs were more popularand better advertised, more international students would be attracted. However, thiscreates a further problem. As EMI lowers the requirements for entering Japanese
universities for international students from English-speaking countries, many
students who enter EMI are not doing so for academic reasons. Therefore, universities
cannot expect their students to achieve academically. Stakeholders need to find abalance between academic and non-academic life; otherwise, the long-term
development of universities could be damaged.

A Path from English-speaking Countries to English Programs in Japan:
Factors Influencing Chinese Students’ Choices

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Endnote[1] Ministry of Education of the People’s Republic of China: Statistics on Study Abroad
Students in 2019. Retrieved on October 25, 2022, fromhttp://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202012/t20201214_505447.html[2] Ministry of Education of the People’s Republic of China: 4.57 million people
registered for the 2022 National Master's Degree Examination. Retrieved on October25, 2022, fromhttps://kaoyan.eol.cn/nnews/202112/t20211222_2193660.shtml[3] US News: best global universities. Retrieved on October 25, 2022, fromhttps://www.usnews.com/education/best-global-universities/university-of-tokyo-500248[4] Word University Ranking 2023, Time Higher Education. Retrieved on October 25,
2022, fromhttps://www.timeshighereducation.com/world-university-rankings/2023/world-ranking#!/page/1/length/25/sort_by/rank/sort_order/asc/cols/stats[5] Guangming Daily, Employment situation of 9.09 million college graduates isgenerally stable. The State Council, the People’s Republic of China. Retrieved on
October 25, 2022, fromhttp://www.gov.cn/xinwen/2021-12/29/content_5665063.htm
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