This mixed-methods study investigated Japanese university students' perceptions of English-medium online intercollegiate student conferences, particularly focusing on those engaged in English as a Foreign Language (EFL) learning. Using the theoretical frameworks of Self-Determination Theory (SDT) and Learner Engagement (LE), the study aimed to identify the challenges and opportunities in fostering linguistic competence and confidence among less proficient English learners in Model United Nations (MUN) simulations and similar platforms. Thematic analysis of qualitative data and statistical analysis of quantitative data highlighted key themes such as language oficiency,preparation,social interaction, emotional comfort, and cultural exchange. The findings reveal that language proficiency is a critical gateway to engagement, and that preparation and social interaction significantly impact learners' confidence and ability to participate. The study underscores the importance of creating supportive environments that nurture autonomy, competence, and cultural exchange,thus enhancing intrinsic motivation and engagement among EFL learners. It contributes to the field of EFL learning by providing insights into educational scaffolds needed for less proficient English learners in international academic forums.
Brent Allen Jones (2024) studied this question.