Uncovering the Japanese learning experiences of international students in English-medium instruction from the perspective of the PERMA model

Learning languages other than English (LOTE) is challenging, especially in contexts in which learning it is peripheral, such as in English-medium instruction (EMI). However, students’ LOTE learning experience, which is crucial for sustaining and enhancing motivation, has not been sufficiently explored. Therefore, a qualitative study was conducted on an EMI program at a Japanese university using the PERMA model. Data were collected through semi-structured interviews and critical incident technique reports of 10 international learners. The results uncovered both the positive and negative sides of learning Japanese, confirming that emotions should be analyzed holistically. Students experienced engagement and disengagement in various situations; however, their social or cognitive engagement was not mentioned. In addition, they expected closer relationships with their teachers; therefore, they were disappointed when such relationships did not meet their expectations. Furthermore, meaning seemed to strongly affect their motivation, especially when it was related to the values and identities they already had before studying abroad, and their successful learning experiences were not frequent or strong enough to change their motivation or behavior. The findings have implications for pedagogical approaches and the creation of better learning environments to sustain and enhance LOTE motivation.