Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates

By Takumi Uchihara, Tetsuo Harada. TESOL Quarterly (Print), 2018

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/97db81055dc0e816b327fefb3cf7e6c4dc5aa9a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. H. Rose
2. Ikuya Aizawa
3. Gene Thompson
4. E. Macaro
5. Samantha Curle
6. S. Graham
7. Karen E. Roehr
8. N. Kelly

In Language and Linguistics

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. E. Macaro
6. Y. Lo
7. N. Kelly
8. Jennifer Bruen

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Ikuya Aizawa
4. Gene Thompson
5. E. Macaro
6. Y. Lo
7. S. Graham
8. Karen E. Roehr

Citations in the corpus

• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “In terms of reading, the torrent of unfamiliar terms used in disciplinary textbooks is one of the recurring themes hindering EMI students’ reading comprehension (Uchihara & Harada, 2018).”
• Exploring the role of language in English medium instruction (2020, background): “…we turn to the research literature on EMI which has investigated students’ self-reported challenges in understanding EMI classes we find that almost invariably at the top of the list comes ‘understanding vocabulary’ (Başıbek et al. 2014; Kang and Park 2005; Kirkgöz 2009; Uchihara and Harada 2018).”