Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support: A Best–Worst Scaling Approach
Round 1
Reviewer 1 Report
- General comments
The authors use a unique approach to study the professional development needs of EMI university teachers in Japan. Generally, the manuscript is well developed except for the following issues.
First, the concept of English language proficiency and competence. While English language proficiency is basic to an EMI program, English language competence would be fundamental to it because the concept of competence covering knowledge, skills, and delivery is more inclusive than that of proficiency. It is recommended that competence be used instead of proficiency, and competence be defined in the literature review.
Second, the topic statement could be moderately specific. For example, your second point if EMI teachers are institutional support in the form of financial benefits for teachers. Institutional support only is less clear because it could be provided in different ways (e.g., mentor programs, professional development) apart from financial benefits. (307)
Third, the development of paragraph organization could be enhanced by using discourse markers. For example, discourse markers could be used to indicate key points you try to make on page 2 (L76-97).
Fourth, the authors need to use nouns or pronouns consistently for self-reference, for example, “they” (L201), “the researchers” (L230), “we” (L238), and ”the authors” (L307).
Fifth, the authors provide a good and brief summary before using excerpts (1-6). However, they need to expound on these excerpts one by one, interpret the data, and explain the implicit messages (sometimes) in them, rather than leaving the readers to speculate (see specific comments on Excerpt 1 below).
Finally, the authors use in-text citation when discussing descriptive statistics. It is recommended that they integrate the relevant publications in discussing the interview data as well so that the claims are supported with current literature.
- Specific comments
L10-13 The abstract is to outline key information about the article. The first two sentences could be deleted as they do not give essential information, thus hitting the point directly.
L17 English proficiency
Use ‘English language
L21 English proficiency levels
English language proficiency levels
L33 (other than English itself)
Replace “English” with ‘the English language.
L66 The university to which the authors of the current study belong has not provided any EMI training.
First, state whether there is an induction training system in place at the university. Second. Apart from stating the fact that the university has made any effort to develop any support or training for EMI teachers, give the reason why. Consider ‘The university where the authors of the current study worked have not provided any EMI training to EMI teachers’.
L71-72 The framework focuses on three 71 types of barriers to successful EMI: emotional, pedagogical, and social.
Briefly review each of the three barriers that prevent a successful EMI program.
L72-75 A majority of the studies in EMI literature have focused on the elements of EMI, the beliefs and forces driving EMI adoption, the relationship between EMI and other languages, and multilingualism [4,23].
The first aspect you focus on is faculty development (FD). Consider whether the above is relevant to this point. If not, you need to point out that they focus on these rather than FD.
L81-82 The complaints and concerns raised regarding EMI have not only centered on the competencies of EMI teachers…
As it is the incompetencies of EMI teachers that have caused concerns, replace “competencies” with ‘incompetencies’.
L83-84 For example, some studies have noted that there is no recognition or appreciation by some universities and their teaching faculty…
Consider the following recommendation.
…some universities do not show recognition or appreciation of their teaching faculty…
L92-93 substantial personal investment (effort, no free time, and tiring)
I think that ‘teacher commitments’ would be better than “personal investment”. Use a noun to replace “tiring” which is an adj.
L93-94 Notably, there are no 93 pedagogical guidelines about what is expected in EMI classes [7,12,19].
Three citations are used for this claim which is made in one short sentence. I think that some elaboration is needed to explain the specific disciplines, unit levels, and social contexts in which different pedagogical guidelines may work.
L245 … a teacher whose primary language is English does not necessarily suggest that you are the preferred teacher.
Replace “you” with ‘they’ or ‘she or he’.
L272-273 …how they can improve students’ English ability, which is one of the primary reasons for enrolling in EMI programs.
“English ability” needs to be defined.
Table 5 Reasons for no will to participate in EMI training
Replace “no will” with ‘unwillingness’.
L329-333
Excerpt 1
I think you often feel the gap between Japanese and overseas styles. In a nutshell, when teaching in English, you have to be interactive. Japanese undergraduate classes 331 are almost one-way, except for seminars, but doing this in EMI teaching may not work.
The authors need to interpret the key messages in the above excerpt. For example, Japanese teachers and their counterparts overseas teach in different styles. While the former does not interact much with their students in class, the latter interact with students in class. …..
L501-502 This study also shed light on how prioritizations….
L506 …study was that it shed light on adjunct teachers
Use ‘sheds’ instead.
L507-508 …because it is often difficult for universities in non-Anglophone countries to have all classes covered by fulltime teachers.
It’s very common that many universities, whether in English-speaking countries or non-English-speaking countries, employ casual teachers to manage their budgets.
Author Response
Please see the attachment.
Author Response File: 
Author Response.docx
Reviewer 2 Report
The topic of the manuscript addresses the examination of EMI teachers’ needs for faculty development and institutional support in Japan. The research is particularly stimulating because of the growing interest in English-medium instruction (EMI) as a general phenomenon in higher education under the ongoing trend of internationalization and the adoption of English as a lingua franca. In spite of the growing number of studies on this issue, few researchers so far have focused their attention on the key aspects to be considered in designing effective support for EMI teachers. Thus, the study is potentially very valuable.
The manuscript´s literature survey is current and reflects the authors´ deep knowledge of research on the development of EMI programs in higher education. Overall, the manuscript is well structured and thoughtfully written. In respect of the methodology, research questions and objectives are clearly stated. The tools of the research and the procedure are well described. There is also a systematic analysis of the data collected by the authors. The results are well structured and presented in a very clear, coherent way.
Some suggestions for improvements deal with the last section of the manuscript. Though the findings of the study are clearly stated, their no discussion of the results. Could you specify, please, if your findings go in line with the previous research? I also think that the paper would benefit from including the pedagogical implications regarding the implementation of EMI programs in higher education institutions.
Author Response
Please see the attachment.
Author Response File: Author Response.docx
