The Effect of Computer-Mediated Terminology Pre-Training on English-Medium Instruction Success

• In Event: Trends and/or Issues in Instructional Design and Technology

Abstract

This study investigates the effect of terminology pretraining on university students' success in English Medium Instruction (EMI). Participants were eighty-six university students enrolled in two EMI educational psychology courses. Students in the experimental group were assigned computer-mediated terminology pretraining tasks for thirteen consecutive weeks, while those in the control group did not receive the pretraining assignment. Both groups were taught using the problem-based learning pedagogy with a computer-mediated structured whiteboard. The study findings showed that terminology pretraining enhanced learners' response efficacy. The multigroup comparison demonstrated that efficacy in EMI positively predicted SDL, which was related to better EMI performance in the experimental group. Implications are made for informing the pedagogical design and instructional practices to enhance university students' EMI success.

Author

• Yuan-Hsuan Lee, National Tsing Hua University
  Presenting Author