Breaking EMI Myths: Oxford EMI Consultant Dr. Ikuya Aizawa Shares Keys to Effective English-Medium Instruction
Date :
2025-12-12
Department :
International Master's Program in International Communication Studies
【Article by College of Communication】
The College of Communication hosted the NCCU EMI Workshop titled Beyond Language: Innovative EMI Course Design and Teacher Development by Dr. Ikuya Aizawa, the Assistant Professor of Applied Linguistics at the University of Nottingham and Oxford EMI consultant, at National Chengchi University on December 5, 2025. The workshop focused on EMI course design, exploring how to balance language and content to improve student motivation and learning outcomes.
The workshop kicked off with opening remarks by Associate Professor I-Huei Cheng, Director of the Center for International Cooperation and the International Master’s Program in International Communication Studies (IMICS). The session was moderated by Professor Siaw-Fong Chung of the Department of English, who also serves as Taiwan’s representative to the Comité International Permanent des Linguistes (CIPL) General Assembly. The event attracted faculty members and students from both within and outside the university.
During the workshop, Dr. Aizawa addressed a common misconception in EMI teaching that using English as the medium of instruction may negatively affect student learning outcomes. “Based on my previous research, there is no significant difference in learning outcomes between courses taught in students’ first language and those taught in English because the key difference lies in the mechanisms and strategies students rely on to process information,” he shared.
He introduced the concept of lexical coverage, defined as the percentage of words in a text that a reader can recognize, and emphasized that the greatest challenge for students in EMI courses is often whether they possess sufficient vocabulary to understand and absorb course content effectively.
To address issues related to limited lexical coverage, Dr. Aizawa further recommended that instructors regularly review their teaching materials, including slides, handouts, and textbooks, to ensure that the language used is not unnecessarily complex. “Instructors could identify technical terms, high- and low-frequency vocabulary, and academic expressions, and provide glossary terms to support students by helping narrow the gap between known and unknown words, reducing learning frustration,” said Dr. Aizawa.
Adopting interactive teaching strategies is important for enhancing the effectiveness of EMI teaching. “By incorporating diverse interactive approaches, instructors can increase student engagement and support students with varying language proficiency levels and personalities,” he added. For instance, students who are highly proficient but quiet may benefit from written reflections or small-group activities that encourage them to express their thoughts. Conversely, those who are more active but less proficient may require structured discussion scaffolds to participate more confidently. It helps maintain students’ motivation and prevents different types of students from disengaging throughout the learning process.
Dr. Aizawa also highlighted the importance of understanding student diversity in EMI classrooms. “Local students with prior EMI experience often adjust more quickly to course expectations and pacing, whereas international students may face additional challenges related to language barriers, cultural adjustment, and unfamiliar academic norms,” shared Dr. Aizawa. Recognizing these differences can further enhance the overall quality of EMI teaching.
The workshop deepened the understanding of core EMI principles among faculty and students, providing practical instructional strategies that can be directly applied in the classroom and further strengthening ongoing EMI initiatives within the College of Communication.
For more updates on EMI at NCCU’s College of Communication, please visit the official website (https://comm.nccu.edu.tw/) or follow the official Facebook page (https://www.facebook.com/profile.php?id=100057530046669).
The College of Communication hosted the NCCU EMI Workshop titled Beyond Language: Innovative EMI Course Design and Teacher Development by Dr. Ikuya Aizawa, the Assistant Professor of Applied Linguistics at the University of Nottingham and Oxford EMI consultant, at National Chengchi University on December 5, 2025. The workshop focused on EMI course design, exploring how to balance language and content to improve student motivation and learning outcomes.
The workshop kicked off with opening remarks by Associate Professor I-Huei Cheng, Director of the Center for International Cooperation and the International Master’s Program in International Communication Studies (IMICS). The session was moderated by Professor Siaw-Fong Chung of the Department of English, who also serves as Taiwan’s representative to the Comité International Permanent des Linguistes (CIPL) General Assembly. The event attracted faculty members and students from both within and outside the university.
During the workshop, Dr. Aizawa addressed a common misconception in EMI teaching that using English as the medium of instruction may negatively affect student learning outcomes. “Based on my previous research, there is no significant difference in learning outcomes between courses taught in students’ first language and those taught in English because the key difference lies in the mechanisms and strategies students rely on to process information,” he shared.
He introduced the concept of lexical coverage, defined as the percentage of words in a text that a reader can recognize, and emphasized that the greatest challenge for students in EMI courses is often whether they possess sufficient vocabulary to understand and absorb course content effectively.
To address issues related to limited lexical coverage, Dr. Aizawa further recommended that instructors regularly review their teaching materials, including slides, handouts, and textbooks, to ensure that the language used is not unnecessarily complex. “Instructors could identify technical terms, high- and low-frequency vocabulary, and academic expressions, and provide glossary terms to support students by helping narrow the gap between known and unknown words, reducing learning frustration,” said Dr. Aizawa.
Adopting interactive teaching strategies is important for enhancing the effectiveness of EMI teaching. “By incorporating diverse interactive approaches, instructors can increase student engagement and support students with varying language proficiency levels and personalities,” he added. For instance, students who are highly proficient but quiet may benefit from written reflections or small-group activities that encourage them to express their thoughts. Conversely, those who are more active but less proficient may require structured discussion scaffolds to participate more confidently. It helps maintain students’ motivation and prevents different types of students from disengaging throughout the learning process.
Dr. Aizawa also highlighted the importance of understanding student diversity in EMI classrooms. “Local students with prior EMI experience often adjust more quickly to course expectations and pacing, whereas international students may face additional challenges related to language barriers, cultural adjustment, and unfamiliar academic norms,” shared Dr. Aizawa. Recognizing these differences can further enhance the overall quality of EMI teaching.
The workshop deepened the understanding of core EMI principles among faculty and students, providing practical instructional strategies that can be directly applied in the classroom and further strengthening ongoing EMI initiatives within the College of Communication.
For more updates on EMI at NCCU’s College of Communication, please visit the official website (https://comm.nccu.edu.tw/) or follow the official Facebook page (https://www.facebook.com/profile.php?id=100057530046669).