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This mixed-method study combines a quantitative survey of 178 participants with a qualitative multi-case design using semi-structured interviews. Results show that EMI students lack a holistic view of any single language but can achieve holistic communication through their combined linguistic resources. Recommendations for language education and support in EMI contexts are proposed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multilingual-practice-and-multilingual-selves-a-mixed-method-study-of-emi-international-students-in-japan/594126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multilingual-practice-and-multilingual-selves-a-mixed-method-study-of-emi-international-students-in-japan/594126.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does this study focus on regarding EMI international students in Japan?","Question",{"text":112,"@type":113},"It examines the relationship between EMI students and the Japanese language they acquire, and how they construct multilingual selves through that process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what data were collected?",{"text":117,"@type":113},"The research uses mixed methods: a quantitative questionnaire survey with 178 participants and a qualitative multi-case study with in-depth semi-structured interviews involving four participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about EMI students’ language understanding and communication?",{"text":121,"@type":113},"The findings indicate EMI students do not form a holistic understanding of a single language, but they can achieve holistic communication by drawing on all the linguistic resources they possess.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594126,1792189491,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | \u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 6(2), 58–72 (2023) [https://doi.org/10.29140/ajal.v6n2.1001](https://doi.org/10.29140/ajal.v6n2.1001) |  |  |\n| Multilingual Practice and Multilingual Selves: A Mixed-method Study of EMI International Students in Japan |  | |\n| SIYAN DANG\u003Cbr>Waseda University, Japan [dangsiyan@toki.waseda.jp](dangsiyan@toki.waseda.jp) |  |  |\n| Abstract\u003Cbr>The utilization of English-medium Instruction (EMI) has become increasingly prevalent in Japanese higher education as a means of promoting internationalisation. International students who come to study in Japan are likely to encounter unforeseen multilingual situations where they are forced to learn the local language. This study employed a mixed-methods investigation comprising both quantitative and qualitative elements to examine the relationship between EMI international students and the local language they have acquired, as well as the multilingual selves they have constructed through this process. A questionnaire-based quantitative survey completed by 178 participants investigated the acquisition and use of the Japanese language by EMI international students and to identify any barriers they encountered during this process. In the second phase, a multi-case qualitative study was conducted to gain a deeper understanding of the multilingual selves of international students. Four participants took part in in-depth semi-structured interviews. The findings of this study indicate that EMI international students do not possess a holistic understanding of a certain language, but they could achieve holistic communication with all the linguistic resources they possess. Policy recommendations for language education and language support in EMI settings have been proposed for practitioners and stakeholders in the academic community to ensure that language proficiency is optimized to enhance effective teaching and learning outcomes.\u003Cbr>Key Words: multilingual self; English Medium Instruction (EMI); international students |  |  |\n\nCopyright: © 2023 Siyan Dang. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nIntroduction  \nEnglish-medium Instruction (EMI) refers to the use of English to teach academic subjects other than English in a country or region where English is not the dominant language (Macaro et al., 2018) . To internationalise higher education, Japanese universities have adopted EMI to attract international students to study in Japan.  \nEMI international students who come to study in Japan are likely to encounter unforeseen multilingual situations. For example, both students’ and instructors’ English proficiency has been reported as problematic by researchers (see Rose et al., 2020), which means that English may not be the only medium of instruction in EMI settings. Other languages are also involved (Botha, 2013; Hu et al., 2014), such as in Japanese and Chinese, which have been adopted in education practices in Japan and China (Qiu, Zheng, & Liu, 2023; Galloway et al., 2017) . Similarly, Aizawa and McKinley (2020) emphasized that more empirical research should be carried out to inform “the role ofL1 with which code-switching and translanguaging can be observed in EMI classrooms.” In Japan’s case, L1 means the local language, Japanese, which is the native language of domestic students, but for international students, especially those who are not from English-speaking countries, Japanese is learned as their additional language, possibly influenced by the acquisition of English and u","cbCaita9BKLhaDdg","https://ap.wps.com/l/cbCaita9BKLhaDdg","pdf",264132,15,"English","# Abstract\n# Introduction\n# Literature Review: Multilingual Self\n## L2 Motivational Self System (L2MSS)","[{\"question\":\"What does this study focus on regarding EMI international students in Japan?\",\"answer\":\"It examines the relationship between EMI students and the Japanese language they acquire, and how they construct multilingual selves through that process.\"},{\"question\":\"How was the study designed and what data were collected?\",\"answer\":\"The research uses mixed methods: a quantitative questionnaire survey with 178 participants and a qualitative multi-case study with in-depth semi-structured interviews involving four participants.\"},{\"question\":\"What do the findings suggest about EMI students’ language understanding and communication?\",\"answer\":\"The findings indicate EMI students do not form a holistic understanding of a single language, but they can achieve holistic communication by drawing on all the linguistic resources they possess.\"}]","Multilingual Practice and Multilingual Selves - A Mixed-method Study of EMI International Students in Japan | PDF",1792078580,38]