An Investigation on the Effectiveness of an English as Medium Instruction (EMI) Professional Development Programme
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Abstract
For purposes of accessibility and mobility in a globalised higher education context, the teaching of content subjects in English has gained traction in countries and universities where the first language is other than English. In the context of Taiwanese higher education where this study and paper is situated, the initial impetus to teach content subjects in English arose from the government’s strong encouragement to attract international students. The increased traction in the implementation of such programmes has motivated a greater demand for professional development programmes for faculty members involved in teaching content in a language different from the medium of instruction of the university. This article therefore seeks to report on a three-day intensive English as Medium of Instruction (EMI) professional development programme conducted synchronously via an online platform for 18 content instructors of a Taiwanese university. The study intended to ascertain participants’ concerns prior to the professional development programme and the extent to which the programme addressed their learning needs. A mixed method approach was used for the collection and analysis of quantitative and qualitative data drawn from pre-workshop and post-workshop surveys and mentors’ observation notes on participants progress and learning gains through teaching demonstrations. On challenges, findings of this study are consistent with earlier studies in terms of instructors’ concern about their and their students’ linguistic competencies, dilution of content, student attitude and motivation. An emerging observation is reference to wellbeing. On programme effectiveness, both the participants and mentors found that the participants experienced a very positive trajectory of growth in demonstrating good practices in teaching strategies and delivery techniques. However, linguistic competency and engagement though show improvement yet remain key aspects of attention. We contend that for EMI course effectiveness, institutions and instructors need to commit to long(er) term professional development programmes.
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