Implementing Task-Based Active Learning Methods in EMI Courses

This paper explores the theories and practices to task-based EMI instruction, focusing on how the implementation of active learning methods can enhance students’ content mastery, English language proficiency, and engagement. Task-based EMI instruction in EFL contexts has been gaining much attention, in which it possibly holds promise for enhancing both content learning and language acquisition. Task-based instruction (TBI) enables students to engage in meaningful tasks that requires the use of English, thereby promoting active learning and practical language application. Task-based active learning combines TBI with active learning strategies (e.g.scaffolding) to make student engagement, stimulate critical thinking, and improve language proficiency in EMI contexts (Han, 2023; Oraif and Alrashed, 2022). Empirical evidence has pointed to the positive impact of TBI in EFL contexts, for instance, improving students’ reading comprehension, reducing anxiety and enhancing motivation (e.g. Ismail, Wang, and Jamalyar, 2023). However, research has highlighted various perspectives and challenges in integrating TBI within EMI contexts. In EMI courses, the challenges include students’ vocabulary difficulties and difficulties with speaking and listening (Tien, 2023). Active learning classrooms may help solve the problems. The interpretation of EMI still remains fluid and dynamic. It is necessary to identify benefits, challenges, and, in particular, course design considerations for implementing EMI across different educational settings. This paper introduces a teaching practice of adapting task-based active learning methodology and provides insights and to pedagogical implications for educators in related fields and for ongoing teacher development.