Learning scenarios in an EMI classroom in higher education: Students’ perceptions in Taiwan
The Asian Journal of Applied Linguistics, Volume 7, Issue 1. March 2020.
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Keywords

EMI
learning scenarios
English ability
intercultural sensitivity
content learning
English as a medium of instruction
tertiary EFL
Taiwan

How to Cite

Huang, H.-I. (2020). Learning scenarios in an EMI classroom in higher education: Students’ perceptions in Taiwan. The Asian Journal of Applied Linguistics, 7(1), 60-72. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/747

Abstract

This study investigated EFL students’ perceptions of the implementation of EMI in a university content course in Taiwan, and discussed the learning scenarios students found useful for learning in English language, intercultural sensitivity, and content knowledge and skills. 77 university students participated, and eight different learning scenarios were adopted in the course. The survey results showed that in general, students reported positive attitudes towards EMI vis-a-vis their English ability, content learning and intercultural sensitivity. There were strong positive correlations between the perceived effectiveness of EMI on students’ English ability, intercultural sensitivity and content learning. Regarding the effectiveness of the eight learning scenarios examined in this study, the integration of NSs was seen as the most helpful learning scenario to all three types of learning. Low achievers found EMI to be significantly more effective for their English learning, content learning, and intercultural sensitivity than high achievers.

 

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