Abstract
Institution Strategic and Management
1.YunTech EMI mobile office was established as a school level dedicated unit. Members included vice president, director of teaching excellence center, director of language center, dean of college of management, dedicated teachers of college of management and dedicated assistants of various centers. Teaching excellence center was responsible for teacher EMI training. Language center was responsible for student's English proficiency improvement. College of management was responsible for EMI course and student counseling.
The office held regular group meetings. A total of 10 meetings were held. In the meetings, strategies are devised, school-level resources are integrated and allocated, funding usage is tracked (with a funding implementation rate of 97.52%), and relevant regulations are set (points for implementing rewards for teachers and students who participate in English proficiency tests, points for rewarding students who take EMI courses, and points for implementing English language exemptions).
This ensures that the EMI plan continues to be promoted, and the plan's items and implementation schedule are supervised and ensured.
2.EMI cross-school teacher community, composed of 6 teachers from this school and 8 teachers from other schools. Through community communication, activated EMI teaching skills. Subsequently the professor Dr Tien-Fu Lu of Australian Adelaide University was invited to share EMI teaching experience via video conferencing to activate teacher knowledge growth, and thereby conducted academic exchanges with domestic scholars.
3.The language center hired EMI-dedicated teachers, in addition to teaching regular English courses and elective courses. The teacher also offered after-school intensive English courses to enhance training with a 12-week course. The course was held once a week for two hours. The course was divided into pre-test TOEIC scores, listening and reading grammar in the first five weeks, and one-on-one practice of speaking and guidance writing in the following five weeks. The final week was post-test TOEIC to check whether the scores have improved. Although the training period was limited, under the intensive training, significant progress was still made under the teacher's motivation.
4.The College of Management offered fully English-taught programs and degree courses including the Department of Business Administration in the Business Management department, Bachelor program in International Management, and institute of International Graduate School of Artificial Intelligence.
Teachers and the teaching content
1. The school offered a total of 40 EMI courses, which were offered by the Bachelor program in International Management, the Department of Information Management, the Department of Business Administration, and the Department of Accounting. A total of 23 teachers were involved in teaching these courses.
2. The school offered a total of 3 EMI online courses, which were International Business Strategy, Service Economy and Strategy, and Neural Networks. The video links were placed on the College of Management and EMI project website for students to watch related course videos. Through online EMI courses, allow international-level teachers and students to interact, communicate and learn.
3. In the College of Management, 7% of teachers had reached C1 level proficiency with a total of 7 teachers qualified. Among these, three teachers achieved this level through English proficiency tests (listening, speaking, reading and writing). The remaining four teachers were foreign teachers from English-speaking countries who met the C1 level proficiency.
4. The Teaching Excellence Center was responsible for organizing related EMI training, workshops, and international exchanges, which were divided into three modes which are on-campus, cross-school, and international modes to build a complete teacher training mechanism. The activities included new teacher camps, teacher communities, new teacher learning lectures, course growth lectures and workshops. The contents of the course include teaching difficulties and strategies for English teaching, creating a high-performance EMI classroom, The Japanese Experience of EMI and the CEFR, EMI Frameworks and Student and Teacher pathways to Success, and other aspects. The total length of the program is 25 hours, and the number of participants in each program is ranging from 25 to 60.
5. In terms of foreign teachers, the school actively recruited foreign teachers to improve student's English ability. Currently, there were more than 4 foreign teachers.
6. For the EMI online modules, the number expected to be achieved this year was 0 courses.
7. Academic English courses (intensive English classes) were offered, with 2 classes per semester, for a total of 4 classes and 100 students participated. The first few weeks of the course focused on reading grammar. Online learning resources were provided for students to continue learning English after class. For speaking, the teacher and student did one-on-one simulated practice. For writing, writing templates were provided for students to learn basic structure. In the second semester, 48 students participated in TOEIC test. 19 students reached 400 points B2 level in listening, 12 students reached 385 points B2 level in reading, 6 students reached 160 points B2 level in speaking and 19 students reached 150 points B2 level in writing.
8. In terms of EMI teacher training and research, the school cooperated with The University of Adelaide in Australia to conduct teacher training. The purpose is to help teachers improve the quality of English lectures and the proportion of professional subject content used, so to inspire and revitalize their teaching content. The training time was 5 days (18 hours). In total, 13 teachers had participated in the whole training session and all have received training certificates.
Student & Learning
1. The school has set a goal to achieve B2 with a score of 785 (listening and reading). There were 27 sophomores (7.3%) and 45 seniors (10.6%) who have achieved B2. In addition, there were 7 students who achieved C1 across the College. Students' English proficiency is continuously improved through intensive English classes, one-on-one after-school tutoring, an online English learning platform, appointment-based tutoring by TAs, and oral practice with foreign teaching assistants.
2. The percentage of sophomore and first-year students taking more than 20% of their credits in all-English courses exceeds the expected annual targets of 8% and 4%, respectively. To allow students to increase the percentage of EMI courses in a progressive manner, we gradually integrate English into their professional courses.
3.The percentage of students in our college taking EMI course was 5.4%, and 36.6% of master's students.
4. By the time of graduation, there were 29 students (6.8%) with E1, 29 students (6.8%) with E2, and 25 students (5.9%) with E3.
5. The estimated number of online EMI courses taken both domestic and international is 0. There has no description of this indicator.
Public access to information
1. The number of EMI courses in the college of management in YunTech was 40, which can be viewed through YunTech's portal website. The content includes course descriptions, teaching Objectives, lesson plans, and course weekly outline. In addition, EMI teachers were asked to provide related vocabularies at the beginning of the semester for students to understand the course more quickly.
2. YunTech held a bilingual learning seminar to promote two-way exchange between domestic and foreign scholars in order to enhance teachers' knowledge and the quality of EMI courses. In total, 42 participants attended the seminar (10 on campus and 32 off campus). We invited Prof. Wen-Hsien Yang, Dean of the Department of Applied English and College of International Studies at National Kaohsiung University of Hospitality and Tourism, and Ben Beaumont, Director of the Teacher Training Center at Trinity College London to share with teachers in the topic of "21st Century Pedagogy and Internationally Recognized Qualifications for Practicing EMI Teachers". They jointly launched the CLIL lesson plan and teacher training program to achieve a win-win situation for teaching and learning.
Quality Assurance
1. The EMI course evaluation was conducted through a complete student teaching evaluation system, with a pass rate of 87%. To understanding the effectiveness of teaching and feedback from the students' perspective, we conducted a continuous review and improvement mechanism of teaching evaluation to enhance course quality.
2. The pass rate of EMI audit course reached 87%. The assessment included clarity of teaching explanation, flexibility of teaching style, mastery of course progress, teachers' teaching attitude, teacher-student interaction, adjustment of teaching style according to students' level, resection for students' response, enthusiasm in answering students' questions, and provision of after-class counseling. In this way, we could ensure that each EMI course was planned by teachers based on student’s learning ability indicator.
3. The quality assessment of EMI courses was 100% guaranteed which meaning all EMI courses were evaluated by teachers and students to ensure the effective operation and effectiveness of the EMI course. Our quality assurance is under a two-level (department and college) and two-feedback (students and teachers) management mechanism.
Resource Sharing & Inter-school cooperation
1. We held two inter-school EMI teaching sharing sessions, organized by the Department of Business Administration and the Department of Finance and Economics. We invited faculty members from similar departments of inter-schools to participate in the sharing and presented by faculty members with professional expertise and rich practical experience in EMI.
2. Five cross-departmental (program) sharing communities were established by the Department of Business Administration, the Department of Finance and Economics, the Department of Accounting, the Bachelor of International Management Program and the International Institute of Artificial Intelligence. Those sharing communities allowed cross-disciplinary faculty to learn from each other and share experiences in EMI programs. We also invited teachers with expertise and rich EMI experiences to share information, teaching materials, professional knowledge, experiences, and excellent practice through Internet.
3. The EMI teachers and teaching assistants from the Department of Business Administration, Department of Information Management, Bachelor of International Management and the International Institute of Artificial Intelligence Management shared their teaching experience in EMI courses with each other. It increased the opportunities for them to diversely share experiences between teachers and students.
Other supporting measures
1. We produced an EMI teaching brochure and put it in google sharing-drive of the School of Management for teachers to download and read, as a guideline for EMI course.
2. We developed our own digital learning system called Online Self-learning platform provided by Language Center. We also purchased online self-study courses and test databases to create a 24-hour, year-round English learning environment for students to use flexibly. Statistics show that the utilization rate of our college has reached 66%.
3. MyET online interactive English oral language materials was provided by Language Center. Through the professional conversation mechanism and graded instruction, students was trained to improve their pronunciation and accent of English at different levels to enhance the fluency and accuracy of English speech. According to the statistics, the utilization rate of our college has reached 76%.
