Abstract
<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>
Highlights
EMI (English as Medium of Instruction) university courses are offered in countries where the English is not the primary language
This paper describes a pedagogical method in which the instructor presents lecture content at a slow pace, holds several engaging learning activities, employs code-switching to Chinese for important key terms/concepts/questions, simplifies lecture content with simple vocabulary terms, and assigns final group projects in her EMI class
Most students believe that they get better lecture comprehension when the instructor applies a slower speech rate, code-switching to Chinese, and lecture content with simple vocabulary terms
Summary
EMI (English as Medium of Instruction) university courses are offered in countries where the English is not the primary language. In order to support university internalization and to address the global status of English in academia, more countries have started to offer EMI courses. In order to improve university internalization, the Taiwanese government encourages universities to offer EMI courses. According to Lin (2010), the number of EMI courses offered from all universities at Taiwan has risen from 2,013 to 4,099 within 5 years. Can these EMI courses improve students' English ability? Would students with inadequate English listening and speaking skills in Taiwan be well-prepared for these EMI courses? Can these EMI courses improve students' English ability? Would students with inadequate English listening and speaking skills in Taiwan be well-prepared for these EMI courses? What kinds of teaching strategies should be adapted for greater learning satisfaction in EMI courses in Taiwan?
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