【Article by EMI Resource Center 】

On June 5, 2025, the NCCU EMI Resource Center hosted its end-of-semester EMI TA training workshop under the theme "Breaking EMI Myths: Co-Creating Effective Teaching with TAs." This event brought together teaching assistants (TAs) from various departments to reflect on their semester-long experiences, discuss classroom challenges, and explore the essential roles TAs can play in EMI classrooms.

The workshop began with opening remarks by Professor Siaw-Fong Chung, Director of the EMI Resource Center. Professor Chung highlighted the evolving role of TAs in EMI settings—not just as assistants to instructors but as active contributors and co-creators of meaningful learning experiences. She encouraged participants to rethink their roles and identities as TAs and reaffirmed the Center’s commitment to fostering a supportive, collaborative teaching environment. Professor Chung also reviewed the TA training highlights from the 113-1 and 113-2 semesters. In the fall, the midterm training focused on identifying classroom challenges and generating solutions, while the final session introduced the use of tools like Padlet and Suno to support student interaction and speaking skills. This semester’s midterm training took things further through an interactive “Challenges in EMI Classes” activity that encouraged TAs to problem-solve various real-world teaching scenarios. The event was hosted by Dr. Cheng-han Wu from the EMI Resource Center, whose engaging and humorous style brought great energy and laughter to the event.

The program continued with a sharing session by Dr. William Chien-wei Yang from the College of Commerce and the EMI Resource Center, titled “TAs as Anchors of Action: Redefining Roles in Project-Based Learning.” Drawing on 14 years of English-taught program (ETP) experience, Dr. Yang shared how he integrates project work into his Business Communication and Career Preparation courses and positions TAs as key project facilitators. For example, in a microfilm production project, TAs act as ‘Project Managers’, overseeing team communication, coordination, and timeline tracking. In mock interview activities, they serve as ‘Liaison Managers’, helping manage logistics and ensure smooth interaction between students and interviewers. Dr. Yang emphasized that TAs are the ‘anchors’ of project-based learning, providing direction, integrating resources, and helping students reach learning goals.

Two TAs were invited to share their personal journeys and challenges. Anne Lin, a first-year student from the Department of Management Information Systems, reflected on her experience assisting in Dr. Yang’s course. She admitted to initially doubting her English-speaking ability and leadership skills. However, through trial and error, she realized that "the fear of making mistakes is often worse than the mistake itself." She gradually learned to lead through progress tracking, active participation, and building trust. Anne stressed that TAs are not just assistants but also leaders among student teams, constantly balancing authority with peer connection.

Trần Huỳnh Bảo Khánh, a student from the International Master’s Program in Asia-Pacific Studies (IMAS), offered a different perspective based on his work as a teaching and research assistant in the Department of Southeast Asian Languages and Cultures. Khánh emphasized the importance of role boundaries and professionalism. When students ask questions unrelated to the class progress, TAs should avoid overstepping and instead guide students back to the instructor’s expertise. Even when TAs have different interpretations of course content, they should respect the instructor’s final decisions, as ultimate responsibility lies with the teacher. Khánh shared that understanding and maintaining these boundaries not only enhances professionalism but also prepares TAs for future careers.

Beyond hands-on experience, the workshop also featured an insightful session by Abbie Lee, a TA trainer from the EMI Resource Center. Her presentation, “Do You Know What Makes an EMI Course Effective?” outlined seven key dimensions of EMI teaching excellence: fundamental concepts of EMI, EMI instructional language skills, EMI course activity design, intercultural teaching competence, innovative EMI teaching methods, facilitation and discussion strategies. The session concluded with an interactive quiz, “How Much Do You Know About EMI Classes?”, using Ahaslides to help TAs reflect on their understanding. The top three participants who answered quickly and accurately received prizes.

In summary, the 113-2 Final EMI TA Training Workshop was a rich and inspiring learning journey. Through keynote talks, personal stories, and interactive activities, participants gained a deeper understanding of their roles and acquired practical tools to enhance their performance. The workshop successfully challenged the misconception that TAs are merely assistants, instead highlighting them as key collaborators and emerging leaders in EMI education.