An EMI Pedagogy That Facilitates Students' Learning

Autor/in	Chuang, Yung-Ting
Titel	An EMI Pedagogy That Facilitates Students' Learning
Quelle	In: English Language Teaching, 8 (2015) 12, S.63-73 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Language of Instruction; Course Content; Feedback (Response); Instructional Effectiveness; Cooperative Learning; Outcomes of Education; Language Role; Higher Education; Computer Science Education; Undergraduate Students; Course Descriptions; Student Surveys; Student Attitudes; Programming; Student Projects; Web Sites; Assignments; Learning Processes; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Kursprogramm; Unterrichtserfolg; Kooperatives Lernen; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computer science lessons; Informatikunterricht; Kursstrukturplan; Schülerbefragung; Schülerverhalten; Programmierung; Schulprojekt; Web-Design; Assignment; Auftrag; Zuweisung; Learning process; Lernprozess; Ausland
Abstract	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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01