Abstract
Abstract EMI assessment research designed to compare academic achievement in EMI and L1-medium courses aims to examine language and content learning outcomes (Dafouz & Camacho-Miñano, 2016; Hernández-Nanclares & Jiménez-Munoz, 2015; Yang, 2015). However, these studies provide little insight into learning processes. A genre analysis perspective, in contrast, can offer a deeper understanding of the development of student disciplinary literacy. Based on genre analysis studies on student writing (Nesi & Gardner, 2012; Parkinson, 2017; Swales, 1990), we aim to describe the written genre in student laboratory reports from an EMI course on a Mechanical Engineering degree programme. Seven students’ laboratory reports as well as the lecturer’s instructions, the assessment rubric, and written feedback were examined using genre analysis. This case study contributes to the emerging literature on assessment in EMI by foregrounding the advantages of genre analysis as an analytical methodology and shedding light on students’ development of literacy in disciplinary writing.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Emerging Assessment Needs and Solutions in EMI in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
