University Teacher’s Perceptions for English-Medium Instruction (EMI) Professional Training
A Case Study of Kainan University Faculty
Bibliographic Data
| ID | 22044784 |
|---|---|
| Authors | Ju-Yin Yang (Kainan University), Gene Lamke (San Diego State University) |
| Year | 2025 |
| Volume | 16 |
| Issue | 1 |
| Pages | 23 |
| Publication date | 2025-12-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010023 |
| OpenAlex | W7117126891 |
| Language | EN |
| References cited | 23 |
English-Medium Instruction (EMI) has become a central component of globalized education, allowing institutions to deliver courses in English to improve international competitiveness and accessibility for teachers and students. This paper reports the perspectives of five faculty members from a northern Taiwan private university who participated in an overseas short-term teacher training program at a Southern California State University, the United States, in 2025, aimed at enhancing their professional knowledge and teaching strategies in EMI. A qualitative research approach was adopted, including using the five semi-structured written open-ended questions and a focus group interview. This study captures insights of teachers into the professional development, instructional challenges, subject knowledge, language awareness, pedagogical shifts experienced, and self-reflection by these faculty members. Findings highlight the perceived impact of the professional development training on teachers’ language proficiency, pedagogical teaching skills in EMI, language awareness, intercultural communication competence, and the broader implications for EMI in Taiwanese higher education
Faculty Development · Focus group · Foreign language · Higher education · Intercultural communication · Language proficiency · Perception · Professional development · Qualitative research · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
English Medium Instruction in Higher Education in Asia-Pacific
Road-Mapping English Medium Education in the Internationalised University
English-medium instruction in Chinese higher education
Prioritizing English-Medium Instruction Teachers’ Needs for Faculty Development and Institutional Support
Professional learning for educators teaching in English-medium-instruction in higher education
The emotional landscape of English medium instruction (EMI) in higher education
Leveraging ESP teachers’ roles
The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia
Problematizing EMI language policy in a transnational world
A systematic review of English medium instruction in higher education
A critical review of English medium instruction (EMI) teacher development in higher education
English medium instruction, EAP/ESP
Professional development in English-medium instruction
Using English as a medium of instruction at university level in Denmark
| Citation velocity | historical |
|---|---|
| Highly cited | No |