EMI teachers' assessment, challenges and PD needs in Taiwan's higher education
What is it about?
English as a medium of instruction (EMI) is gaining momentum in English as a foreign language (EFL) contexts; however, it also presents pedagogical challenges, particularly in assessment. This study examines the assessment practices of EMI teachers in Taiwan's higher education system, where EMI policy is being actively promoted. It further explores teachers' assessment literacy and professional needs related to EMI, aiming to offer insights that support the effective implementation of EMI policy in Taiwan and inform similar initiatives in other EFL contexts.
Why is it important?
Assessing EFL students' academic learning in English--a language they are still learning--raises important concerns about validity and fairness. It is therefore essential to examine how EMI teachers conduct assessment and address language-related challenges in their classrooms. As Taiwan actively promotes EMI in higher education and invests substantial resources in developing professional support systems, the findings of this study can inform the design of assessment-related professional development initiatives. These insights may also be valuable for other EFL contexts where EMI is being implemented.