Interactivity and English Medium Instruction (EMI)
In today’s globalized education environment, English Medium Instruction (EMI) plays a critical role in university-level instruction, particularly in non-English speaking countries. As universities increasingly adopt EMI to attract international students and enhance the global competitiveness of local students, the method of delivery becomes pivotal to its success. Among the various teaching approaches, interactivity stands out as a cornerstone in EMI settings, fostering deeper engagement, language acquisition, and content mastery.
The essence of EMI lies in the delivery of academic content in English to students who may not be native English speakers. This setting presents unique challenges. For instance, students often face dual pressures: mastering both the subject matter and a foreign language. Interactivity, which encourages student participation, engagement, and collaborative learning, helps mitigate these challenges by creating a dynamic and responsive learning environment.
One key benefit of interactivity in EMI is that it promotes better comprehension and retention of the content. Traditional lecture-based teaching often results in passive learning, where students are mere recipients of information. In contrast, interactive teaching allows students to actively engage with the material, enhancing their critical thinking skills. For example, in an EMI political science class, instead of delivering a monologue on political theories, a professor might ask students to form small discussion groups where they debate the application of these theories to contemporary global events. By discussing and analyzing the content in English, students reinforce both their language skills and subject matter understanding.
Furthermore, interactivity fosters a learner-centered environment, which is crucial for EMI’s success. It shifts the focus from the lecturer to the student, making the learning process more adaptive and personalized. In a Japanese university setting where I teach, interactive methods, such as peer teaching, group presentations, and class debates, have helped create a more inclusive atmosphere. These approaches ensure that students are not simply passive listeners but active contributors, regardless of their English proficiency levels. This method also empowers students, boosting their confidence in using English, which can be a significant barrier in EMI settings.
For example, during an international relations seminar I conducted students were assigned a mock United Nations conference. Each group was tasked with representing different countries, negotiating on global issues such as climate change and economic sanctions. This interactive activity allowed students to research, communicate, and collaborate in English, sharpening their academic and language skills simultaneously. More importantly, the activity bridged cultural gaps, encouraging students to think globally, a core objective of EMI programs.
Another reason interactivity is essential in EMI is that it caters to diverse learning styles. In any EMI classroom, students will likely come from different educational and cultural backgrounds. Some students may thrive in discussion-based activities, while others prefer hands-on problem-solving tasks. Interactive teaching allows for a variety of instructional strategies, such as role-playing, case studies, and collaborative projects, to accommodate these differences. For instance, using interactive online platforms like Moodle or Zoom breakout rooms enables students to engage with content at their own pace while interacting with peers and lecturers.
To sum up, interactivity in EMI is not just a pedagogical preference but a necessity. It facilitates language acquisition, promotes deeper understanding of academic content, and caters to diverse student needs. By fostering an inclusive and engaging learning environment, interactivity enables EMI to fulfill its promise of providing students with the skills they need to succeed in a globalized world. In my experience as an EMI educator, adopting interactive methods has not only enhanced students’ learning outcomes but has also transformed the classroom into a vibrant space where students from various linguistic and cultural backgrounds can thrive.
