The Empirical Underpinnings of the English-Medium Instruction Training for Faculty (EMIT4F) Project: Designing a New Data-Driven Training Programme

Date

2025-07-03

Author

Işık Güler, Hale
Topal, Pınar
Şimşek, Asuman
Köse, Berkcan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

1635
views

1
downloads

Cite This

English-medium instruction (EMI) in non-anglophone contexts inevitably reforms instructional patterns and impacts learning outcomes (Dearden, 2014), highlighting the critical need for faculty to develop EMI-specific pedagogical knowledge and skills to foster effective practices. Although EMI-related professional development programs emerged in various contexts, they have “not been a priority of universities (...) [or] EMI researchers” (Lasagabaster, 2022, p.29), despite the growing need for “a context-sensitive, needs-based, sustainable approach to ongoing EMI teacher development” (Wang et al., 2025, p.27) that responds to the call for an “evidence-informed EMI policy implementation” (Galloway et al., 2021, p.1). Correspondingly, we will report on a 3-year (2022-2025) large-scale project culminating into a new data-driven modular online EMI faculty training program addressing these needs and concerns. Our English-Medium Instruction Corpus (EMIC), comprising 124 hours of classroom interactional data obtained from 21 undergraduate programs at a leading EMI university in Turkiye, constituted the foundation of the training programme (EMIT4F). Using the data-driven, participant-relevant approach of multimodal Conversation Analysis (CA), supported by 21 stimulated-recall faculty interviews, 1343 survey responses, and 83 student interviews, we will report how we harvested the lived, distilled experiences of EMI faculty into insights for good practice. The resulting program (EMIT4F) aims to positively impact students’ academic performance and participation by helping faculty scaffold content, integrate multimodal resources, and address learning difficulties by explicating interactional evidence as training material.

URI

https://hdl.handle.net/11511/115395

Collections

Department of Foreign Language Education, Conference / Seminar