Our Students are Good Enough: They can do more than what we expected
透過課堂中的學生表單回饋，會發現學生們並沒有如教師們所想像地這麼排斥EMI課程，甚至學生反饋EMI這套教學模式可以保留給學弟妹。在準備EMI的過程中，教師不再只有傳統教學的實體授課，非同步的線上課程也是新時代的授課模式，並得到了許多學生的支持與喜歡。
談論到EMI授課，學生當然還是會覺得中文授課較好，但課程難易度是否因為語言的關係而導致困難的高牆攀升許多？其實透過學生的反饋是一目瞭然，困難會有所提升沒錯，但也不至於讓學生感到非常挫敗的程度，因此老師在翻轉EMI的動力還是有的。
Course Design is the Key: Not English but Couse Design Matters
EMI Video Clips
將線上課程內容分成每段影片15-20分鐘，讓學生更簡單讀取並註記影片進度。
Blended Learning: Student support and motivation
利用平板，將授課內容錄製下來，並運用網路幫助學生接收新知、練習、與同學討論。
課堂內則注重運用新知解決問題，幫學生整理、歸納出屬於他們自己的知識。
成功的Blended Learning在於學生能自主學習，不全靠教師的講授來取得新知。
Blended Learning: Padlet
透過Padlet，讓學生分組將課堂作業呈現出來，並之後也能輸出成PDF檔，成為學生的學習紀錄。
Review Quiz: Kahoot
用簡單的互動平台，3-5分鐘的問答可以知道學生今日學習情況。
September EMI Teacher Experience Sharing Meeting in the 111th Academic Year
Sharing Teacher: Ms. Gao Yu Jie from the Department of Biomedical Imaging and Radiological Sciences
Date: September 29, 2022
Time: 12:10-13:10
Location: Classroom 203, Front Building of Zhixing Hall
Experience Sharing Content:
Our Students are Good Enough: They can do more than what we expected
Through student feedback forms in the classroom, we have discovered that students are not as resistant to EMI courses as we might have imagined. In fact, students have provided feedback that the EMI teaching model can be continued for future students. In the process of preparing for EMI, teachers are no longer limited to traditional face-to-face teaching. Asynchronous online courses have become a new mode of teaching in the modern era, and they have gained the support and appreciation of many students.
When it comes to EMI teaching, students may still prefer courses taught in Chinese. However, does the difficulty level of the course increase significantly due to the language barrier? The feedback from students is clear: the difficulty does increase to some extent, but it does not make students feel overwhelmingly defeated. Therefore, teachers still have the motivation to embrace EMI.
Course Design is the Key: Not English but Course Design Matters
EMI Video Clips
Divide the content of online courses into 15-20 minute video clips, making it easier for students to access and annotate the progress of the videos.
Blended Learning: Student support and motivation
Use tablets to record the course content and utilize the internet to help students acquire new knowledge, practice, and discuss with classmates. In-class activities focus on applying new knowledge to problem-solving, helping students organize and summarize their own knowledge. The success of Blended Learning lies in students' ability to learn autonomously, not solely relying on teacher lectures to acquire new knowledge.
Blended Learning: Padlet
Through Padlet, students can present their class assignments in groups, and the outputs can be exported as PDF files, serving as students' learning records.
Review Quiz: Kahoot
Using a simple interactive platform, a 3-5 minute quiz can assess students' learning progress for the day.
Effective English-Medium Instruction (EMI) Pedagogy and Examples in Taiwan Higher Education
Event Information:
(1) Theme and Speakers:
Along With Students: Transforming Teaching through Digital and Blending Learning - Professor Ke Naiying, Department of Nursing, National Cheng Kung University
Challenges and Strategies for EMI Courses in Medical Technology - Professor Lu Jiafeng, Department of Biomedical Imaging and Radiological Sciences, Yang-Ming Chiao Tung University
My EMI Stroy: A Beautiful Accident?! - Professor Yang Shangda, Department of Electrical Engineering/Institute of Photonics, National Tsing Hua University
How to prepare EMI as a nervous English speaker - Professor Zou Niandi, Department of Materials Science and Engineering, Yang-Ming Chiao Tung University
•Do you think it’s reasonable for Taiwan to promote English- Medium Instruction (EMI)? If so, why? If not, why not?
•How can we incentivize teachers to teach EMI courses? How can we incentivize students to take EMI courses?
•What are the biggest challenges when it comes to converting a Chinese-Medium Instruction (CMI) course into an EMI course?
•In your courses, do you do anything in addition to lecturing during class time? If so, what else do you do?
2. The long-term goal of EMI in Taiwan / NYCU
CMI courses can attract Chinese-speaking students. But English is the language of international communication. EMI courses can attract English-speaking students from all over the world.
3. Concerns you might have about going from CMI to EMI
My advice:
If you teach an EMI course, don’t spend your class time giving a two-hour lecture in English every week.
Do something else during class time, for example, short lectures followed by small group activities and class discussions.
4.Why not give a two-hour lecture in English?
I don’t usually give two-hour lectures.
I use class time to do things that we can’t do outside of class time.
Small group activities followed by large group discussions can only happen when we’re all together.
What’s the difference between watching/listening to a lecture in class (when we’re all together) vs. on YouTube (by yourself)?
5. What if students need a two-hour lecture?
You could make a video of yourself giving a lecture each week, and ask students to watch it outside of class time.
If there are videos on YouTube that have lectures on the material that you’re teaching, you could ask students to watch those videos.
Another advantage of videos vs. in-class lectures: subtitles
6. What can you do in class besides lecturing for two hours?
7. Harry Brighouse’s two iron laws of college reading
“Law One: The more reading you assign, the less the students will read.”
“Law Two: The more you talk in class, the less the students will read.”
8. Challenges and goals in going from CMI to EMI
Ensuring that the use of English does not result in poor learning outcomes
Making effective use of class meetings and mixing lectures with discussions and activities
Encouraging students to complete the required readings before class and to participate actively in class discussions
Using classroom activities to improve students’ understanding of the material and to encourage discussion
We don’t teach English, we teach in English
We kill two birds (content and language) with one stone if EMI works well.
The major EMI challenge at the YM campus
Teacher lack a consensus on the necessity of teaching in English
Most of them think they have insufficient English proficiency and cannot teach in English fluently, so they have low motivation and lack self-confidence
語言技巧教學之課室用語For English teacher/課室英語手冊For all subject teachers
https://www.emi.eng.ntnu.edu.tw/blank-3
My personal experience at USF
Make your speaking easy to understand and follow
Make sure that students understand essential information
Code-switching should be allowed as a teaching strategy in EMI classrooms when necessary
Help students (less proficient in English) cope with EMI content by facilitating learning in Chinese and guiding them to repackage content
Some closing thoughts
Learning to teach content in English is challenging but worthwhile
Make it easier by
Avoiding reinventing the wheel – many resources are already available
Trying one thing at a time – perhaps start with the most comfortable thing to change
Watching and getting feedback from instructors who are experienced with EMI learning
Being transparent with students
I’m not telling you it’s going to be easy, I’m telling you it’s going to be worth it.
[2022.09.29] 111學年9月份EMI教師經驗交流會 September EMI Teacher Experience Sharing Meeting in the 111th Academic Year
[2022.07.27] 大學專業領域英語授課有效教學策略與示例 Effective English-Medium Instruction (EMI) Pedagogy and Examples in Taiwan Higher Education
[2022.04.13] 110學年04月份EMI教師經驗交流會 April EMI Teacher Experience Sharing Meeting in the 110th Academic Year
[2022.01.10] 110學年01月份EMI教師經驗交流會 January EMI Teacher Experience Sharing Meeting in the 110th Academic Year
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