研究資料首頁-> 研討會論文
研究資料明細
| 論文名稱 | Bridging the Gap: Addressing EMI Training Needs for TaiwaneseUniversity Lecturers |
| 研討會開始日期 | 2024-03-20 |
| 研討會結束日期 | 2024-03-23 |
| 所有作者 | I-Jane Janet Weng |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | TESOL International Convention & Expo |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATUSA-美國 |
| 研討會舉行之城市 | Tampa |
| 發表年份 | 2024 |
| 所屬計劃案 | MOST 111-2410-H-160-005-MY2 |
| 可公開文檔 |
|
| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
50 words:
This study examined EMI needs among Taiwanese lecturers and presented findings from a mixed-methods research. Results indicated a lack of EMI training, moderate willingness to invest in professional competencies, and specific training needs. Recommendations focus on EMI training programs, aligning needs with available training, and designing localized professional development initiatives.
300 words:
Since the implementation of the "2030 Bilingual Policy" in Taiwan, the professional development of lecturers in English as a Medium of Instruction (EMI) has been recognized as a crucial strategy for the policy's success. However, there is limited research on EMI professional development for college teachers.
Previous research stresses teacher development for EMI (Dearden, 2014) and recommends training on English proficiency, pedagogy, emotions, and cross-cultural communication (Sánchez-Pérez, 2020; Fenton-Smith et al., 2017). Chang (2023) reviewed 15 Taiwanese programs, revealing a focus on English and pedagogy, with limited attention to teaching context.
This study aims to analyze the EMI needs of Taiwanese lecturers using a mixed-methods approach. Quantitative research involved 382 college and university teachers from various institutions and departments. A self-developed questionnaire assessed the willingness to enhance EMI professional competence, EMI training needs, and preparedness of EMI teachers, demonstrating good reliability and validity through PSL-SEM testing.
Qualitative research conducted seven focus-group interviews with 27 participants from diverse educational backgrounds. Analysis of qualitative data using the open-coding analysis method in Nvivo complemented the quantitative findings.
The results showed that approximately 60% of university teachers had not received any EMI training, while only 18.3% had more than 15 hours of training. Taiwanese lecturers displayed a moderate willingness to invest in EMI professional competencies, with EMI training being the most accepted form of development. Desired EMI training needs for college teachers ranked cross-cultural competence, English language proficiency, teaching methods, EMI content, and policies in descending order on a 5-point Likert scale. Qualitative research highlighted additional requirements, including the need for EMI teaching resources, assessment mechanisms, and EMI teacher communities.
Recommendations to empower EMI practitioners involved encouraging college lecturers to participate in EMI training programs, aligning their needs with available training, and designing a localized EMI professional development program.
Chang, S.-Y. (2023). Re-envisioning professional development for English medium instruction: a decolonial option. Journal of Multilingual and Multicultural Development, 1-14. https://doi.org/https://doi.org/10.1080/01434632.2023.2183960
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon: British Council.
Fenton-Smith, B., Humphreys, P. & Walkinshaw, I. (Eds.) (2017). English Medium Instruction in Higher Education in Asia-Pacific: From Policy to Pedagogy (pp. 195-217). Springer International Publishing.
Sánchez-Pérez, M. ( Ed.). (2020). Teacher training for English-Medium instruction in higher education (pp. 41-61): IGI Global.
[參考文獻] :
Chang, S.-Y. (2023). Re-envisioning professional development for English medium instruction: a decolonial option. Journal of Multilingual and Multicultural Development, 1-14. https://doi.org/https://doi.org/10.1080/01434632.2023.2183960
Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon: British Council.
Fenton-Smith, B., Humphreys, P. & Walkinshaw, I. (Eds.) (2017). English Medium Instruction in Higher Education in Asia-Pacific: From Policy to Pedagogy (pp. 195-217). Springer International Publishing.
Sánchez-Pérez, M. ( Ed.). (2020). Teacher training for English-Medium instruction in higher education (pp. 41-61): IGI Global.
