INTEGRATING CLIL WITHIN ENGLISH-MEDIUM INSTRUCTION: STUDENT PERCEPTIONS OF LEARNING, ACADEMIC COMMUNICATION, AND READINESS IN A MULTILINGUAL HIGHER EDUCATION CONTEXT

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  • Chia-Ti Heather Tseng Ming Chuan University, Taiwan

DOI:

https://doi.org/10.46827/ejel.v11i2.6636

Klíčová slova:

English-medium instruction (EMI), CLIL, international students, cross-cultural communication, academic readiness, action-based case study

Abstrakt

With the rapid expansion of English-medium instruction (EMI) across Asian higher education, increasing attention has been directed toward pedagogically grounded course design rather than reliance on language exposure alone. This action-based case study examines Vietnamese biotechnology undergraduates’ perceived learning gains, language development, and challenges in a CLIL-informed cross-cultural communication course at a university in northern Taiwan. Drawing on Coyle’s 4Cs framework—Content, Communication, Cognition, and Culture—the course integrated intercultural communication concepts with structured academic interaction, collaborative analysis, and milestone-based assessment. Data were collected through a course-specific questionnaire combining Likert-scale and open-ended items (n = 17). Descriptive and thematic analyses indicate that students perceived meaningful gains in conceptual understanding and academic readiness for future English-medium study in the United States. Participants also reported improvement across English skills, particularly increased confidence and participation in discussions and presentations. While language-related challenges—especially vocabulary limitations and difficulty expressing complex ideas—remained evident, these were generally framed as manageable through self-regulated strategies and instructional support. The findings suggest that CLIL-informed scaffolding, interaction-rich tasks, and staged assessment design may enhance EMI learning experiences and promote more equitable academic participation for international students in multilingual higher education contexts.

Biografie autora

  • Chia-Ti Heather Tseng, Ming Chuan University, Taiwan

    Chia-Ti Heather Tseng is an Associate Professor at Ming Chuan University, Taiwan. Her research focuses on English-medium instruction (EMI), content and language integrated learning (CLIL), cross-cultural communication, and academic discourse in multilingual higher education. She is particularly interested in pedagogically grounded EMI course design and student participation in internationalized learning environments.

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Stažení

Publikováno

2026-04-04

Číslo

Vol 11 No 2 (2026)

Sekce

Articles

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