Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan. He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Gene is a member of the Oxford EMI Research Group. Within the department, Gene has worked with Professor Heath Rose, alongside DPhil and MSc students, to explore student motivational beliefs and factors contributing to student success in EMI study.


  • Kim, V., & Thompson, G. (2022). The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea. System, 102824.
  • Thompson, G., Takezawa, N., & Rose, H. (2022). Investigating self-beliefs and success for English medium instruction learners studying finance. Journal of Education for Business, 97(4), 220-227.
  • Thompson, G., Curle, S., & Aizawa, I. (2022). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
  • Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196-209.
  • Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research.
  • Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.
  • Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.
  • Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161.
  • Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518.
  • Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65.
  • Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.
  • Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
  • McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
  • Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187.