Volume 1, Issue 1 July 2018, pp. 28–44
Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education
1 The Language Training & Testing Center, TAIWAN
2 The Language Training & Testing Center, TAIWAN
The EMI Classroom Assessment Practices questionnaire was developed and administered to 40 EMI (English as a Medium of Instruction) university teachers in Taiwan with the aim of meeting EMI teachers' needs to conduct learning-oriented classroom assessment. The questionnaire surveyed the teachers in terms of their assessment practices in EMI and their self-perceived skills in these practices. The effects of the medium of instruction (English vs. Chinese) and teacher- and course-related variables related to assessment practices were also examined. The results revealed a high correlation between techniques that were less commonly practiced and those in which the teachers felt less skilled, signaling the possibility that assessment practices in the EMI classroom were dominated by the teachers' familiarity with techniques rather than by instructional objectives. In addition, the teachers perceived themselves to be less skilled in certain learning-oriented assessment practices, such as self-assessment and designing test items that assess higher-level cognitive abilities. Compared with courses taught in Chinese, EMI courses showed a tendency to involve fewer classroom interactions and to assess students' higher-order abilities less often, elements which are critical to the emergence of learning. Although the EMI teachers were aware of students' difficulties with English, these difficulties were not commonly taken into consideration, and accommodations were seldom made. Finally, the teachers' assessment practices were found to be mediated by variables such as discipline, course size, and the teachers' focus of assessment. The findings of this investigation have implications for the development and implementation of useful training programs in support of EMI teachers' professional development in assessment.
© Naihsin Li, Jessica Wu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Li, N., & Wu, J. (2018). Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education. Language Education and Assessment, 1(1), 28–44. https://doi.org/10.29140/lea.v1n1.46
EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education and Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education and Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.