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Volume 4, Issue 2
  • ISSN 2666-8882
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Abstract

Abstract

English as a medium of instruction (EMI) has been adopted as an official education policy in Taiwan, leading to a significant expansion of EMI programs across universities in recent years. Substantial resources have been allocated to enhance teachers’ professional development in EMI. The purpose of this study is twofold. First, it uses a questionnaire to examine EMI teachers’ self-reported assessment practices in their classrooms and their perceived levels of skillfulness in assessment techniques. Second, it explores the challenges and assessment training needs of EMI teachers through interviews. The findings indicate a growing awareness among EMI teachers of the effect of instructional medium on learning, leading them to employ supportive strategies in assessment. However, additional guidance on assessment is needed to reduce excessive reliance on personal experiences. The results of this study underscore the need for institute-level guidelines, institutional support, and targeted professional development in assessment to ensure effective practices that align with the goals of EMI. These findings have significant implications for improving EMI teacher assessment literacy and advancing EMI professional development courses within an EFL context.

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2025-04-30
2025-12-07

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/content/journals/10.1075/jemi.24019.li
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Assessment in EMI in the higher education context of Taiwan
Journal of English-Medium Instruction 4, 212 (2025); https://doi.org/10.1075/jemi.24019.li
/content/journals/10.1075/jemi.24019.li
/content/journals/10.1075/jemi.24019.li
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  • Article Type: Research Article
Keyword(s): assessment literacy; English as a foreign language (EFL) context; English as a medium of instruction (EMI); higher education; professional development

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