Full Description
This volume offers valuable insights into English-medium instruction (EMI) in science, technology, engineering, and mathematics (STEM) in the educational context of Hong Kong universities.
The book opens with an overview of EMI in Hong Kong universities. With the focus on a local public university, it then presents a comprehensive analysis of EMI in STEM, covering a range of topics such as educational policies, students' English learning needs, curriculum materials, and student writing in STEM. Next, it outlines the potential benefits and challenges of generative AI, and shares sample pedagogical activities. The volume concludes by discussing future research directions that connect EMI and STEM scholarship.
This book will appeal to academics and students in EMI, applied linguistics, and second language teaching, in particular those working within STEM education.
Contents
1. Introduction 2. EMI Policies, STEM Education, and Research Gaps 3. Methodological Overview of Empirical Investigations 4. English Learning Needs and Pedagogical Implications for STEM Students 5. Curriculum Materials and Assessment Practices in STEM Courses 6. The Relationship between Phraseological Features and Instructor Judgements of Writing Quality in STEM Writing Produced by University Students 7. Instructor Judgements of Writing Quality and Linguistic-functional Characteristics: A Multidimensional Analysis of Student STEM Writing 8. Generative AI, Pedagogical Implications and Sample Activities for STEM English Teaching 9. Conclusion and a Way Forward
