From Lecturing to Engagement: Identifying Factors That Promote Student Participation in EMI (English-Medium Instruction) Courses in Taiwan

• In Event: Beyond the Classroom: Pedagogy, Equity, and Responsive Teaching in Higher Education

Abstract

This study investigates antecedents of student participation in English-Medium Instruction (EMI) content courses at a university in Taiwan. We examine 451 turns of classroom talk from 10 courses across disciplines via statistical discourse analysis. Findings indicate that teacher exploratory questions three turns of talk ago (-3), different student question (-2) and information (-1) significantly boost student-initiated questions in the current turn of talk, but peers rarely directly interacted with one another in these teacher-centered classrooms. The study underscores the limitations of traditional teacher-centered approaches and advocates for interactive, student-centered pedagogies.

Authors

• Shin-Mei Kao, National Cheng Kung University

• Ming Ming Chiu, The Education University of Hong Kong

• Angel Mei Yi Lin, The Education University of Hong Kong