An EMI Pedagogy That Facilitates Students' Learning

Chuang, Yung-Ting

doi:10.5539/elt.v8n12p63

Cited by 22 publications

(14 citation statements)

References 19 publications

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“…With regards to the quantitative perspectives of course attitudes and satisfaction, the overall scores for the two semesters were computed as slightly high, which is typical for many elective EMI courses in Taiwan [ 119 ], regardless of being blended or not. This is actually due to the elective nature of the course.…”

Section: Discussionmentioning

confidence: 99%

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Lin

Wen

Ching

et al. 2021

IJERPH

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Recently, Taiwan’s higher education has been impacted by COVID-19 and the necessity of English as a Medium of Instruction (EMI). In 2018, the Taiwanese government approved a roadmap for the development of a bilingual nation by 2030. This resulted in a renewed focus on EMI. However, the fluctuating surges of COVID-19 have caused university classes to shift from face-to-face to online. To assess its effectiveness, the current paper describes the quantitative and qualitative experiences and challenges associated with a blended EMI course within a private Taiwanese university. The data was collected from the students in the spring semester of 2020 (40 students) and 2021 (23 students). Overall satisfaction rate is calculated at 4.13; indicating that the transition from face-to-face to online has not affected the students’ overall satisfaction with the course. In addition, interviews and focus groups respondents pointed out the importance of a student-centered course approach and the opportunity to practice English in order to improve their competitiveness. While the flexibility offered by the blended learning approach during COVID-19 has given students more freedom to learn at their own pace. Lastly, in times of uncertainty, a careful pedagogical design will help to make the learning process fruitful and sustainable.

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Section: Discussionmentioning

confidence: 99%

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Lin

Wen

Ching

et al. 2021

IJERPH

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“…In the specific EMI context that is the focus of this chapter, teaching issues such as diverse student backgrounds and large class sizes can complicate how well students' engagement with learning activities and their interactions with teachers and fellow students may be facilitated and achieved. In EMI literature ensuring student engagement by increasing interaction has been a key concern (e.g., Chuang, 2015;Hsieh et al, 2007;Huang, 2014). These studies pointed out that the choice by EMI teachers of whether to incorporate interactive tasks (e.g., group discussions) in their classes is often related to factors such as discipline, course type, and class size.…”

Section: Inclusion Of Business Casesmentioning

confidence: 99%

“…Previous studies related to EMI in higher education have pointed out that subject teachers adopting English as the instructional language often encounter problems in capturing the attention of demotivated students. Interactive activities are therefore used as instructional approaches to promote student participation and to enhance the effectiveness of EMI teaching and learning (e.g., Chuang, 2015;Hsieh et al, 2007;Huang, 2014;. When proposing suggestions on how future EMI classroom practices can be improved, these studies often included the introduction of interactive tasks or group activities that promote cooperation among students.…”

Section: Research On Interaction In the Emi Classroommentioning

confidence: 99%

Rethinking EMI

Su¹,

Cheung²,

Wu³

2021

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Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students' learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, this book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars of EMI implementation in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings.

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“…Several pieces of research have shown that effective lecturing pedagogy, especially in terms of lecturing behavior and approach, can contribute to EMI students' comprehensibility, motivation, engagement, and attention (Chuang, 2015;Flowerdew, 1994;Klaassen, 2001;Suviniitty, 2010). perceived as making comprehension easier, such as systematic presentation of information, summarizing lecture points, lecturer's responses to students' questions, lecturer initiating interaction with students during the lecture, and repetition of main points.…”

Section: Emi Lecturing Pedagogymentioning

confidence: 99%

Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

Hua

2020

laclil

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English-medium instruction (EMI) has become a global education phenomenon in recent decades, especially in higher education. However, its implementation is still facing criticism. On the one hand, learners are welcoming the envisaged benefits of preparing them with professional content knowledge and English language proficiency to compete in the new global economy; on the other hand, they are reluctant to take the courses because of the challenges and difficulties EMI creates. Meanwhile, EMI lecturers are concerned about students’ inability to survive, or better still thrive through EMI learning. EMI lecturers are experts in their professional domain but are not trained or prepared to teach EMI courses yet. This qualitative study examines the perception of first-year undergraduate students taking the EMI foundation psychology course in Taiwan, focusing on their perspectives of factors facilitating or hindering their EMI learning, and their suggestions for improving the situation. The results not only point out what kinds of teaching practices contribute to challenges for EMI learners in their learning process but also the underlying reasons and the pedagogy practice that students suggest can be used to improve the situation. Insights provided by this study can be used to assist EMI lecturers in examining their pedagogical practice and expand their knowledgeability about pedagogy. They can also be used as a way forward for assisting in the development of EMI teacher training and professional development, and the implementation of EMI.

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An EMI Pedagogy That Facilitates Students' Learning

Cited by 22 publications

References 19 publications

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Rethinking EMI

Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

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