The Feasibility of Implementing the Programs of English-Medium Instruction for Internationalization in Higher Education
Bibliographic record
Abstract
With the trend toward internationalization and globalization, English-medium instruction (EMI) programs emerge as an innovation of the curriculum in different departments of universities in Asian countries for promoting the development of internationalization in higher education. This study thus targets both the teachers who are responsible for implementing EMI programs and the students who take EMI programs in one of the universities in Taiwan and explores whether and how these teachers and students hold positive attitudes toward implementing such programs by drawing upon qualitative research. As the results of the study show that university teachers’ attitudes toward the necessity of implementing such programs are less positive than those of university students due to the lack of receiving professional training in teaching English for specific purposes (ESP), it is concluded that EMI programs can be well implemented through both the teamwork in which those who are responsible for implementing such programs in different departments work with general English teachers and the cooperation of the students who take such programs. Since these teachers and students in the university of this study are found to recognize the importance of learning the ways to communicate and interact with people coming from different countries in the workplace via the English language to students’ future career needs, the study highlights the notion that implementing EMI programs in which the training of intercultural communication is included as part of intercultural education is indeed an essential mission for either enabling students to develop a certain level of competence to respond to world affairs in the global society of the 21st century or promoting the development of internationalization in higher education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".