Multilingual Education Yearbook 2023 : Teaching with Technology in English-Medium Instruction Universities in Multilingual China

Acknowledgements
Contents
About the Authors and Editors
Technology and English-Medium Instruction in Higher Education Institutions in Multilingual China
1 Introduction
2 Higher Education in Multilingual China
3 The Rise of Global EMI
4 EMI Institutions in China and Macao
5 Technology and EMI/Emerging Themes
References
Simplifying Texts for Easier Comprehension in an Introductory Computer Science Course: An Evaluation of Rewordify
1 Introduction
2 Pilot Study Context
3 Text Simplification Tool: Rewordify
4 Methodology
5 Results of the Pilot Study
6 Discussion
7 Reflection and Recommendations
8 From Raising Awareness to Scaffolding
9 Additional Tools to Support Reading Comprehension
10 Conclusion
References
Using Technology for English-Medium Instruction: The Use of Livestreaming in the Marketing Classroom
1 Introduction
2 Background to the Study
2.1 The Educational Context in China
2.2 The Research Setting
2.3 Aims of the Study
3 Literature Review
3.1 Benefits of EMI
3.2 Integrating Technology in EMI Education
3.3 Social Media Live Stream
3.4 Generation Z Learners
3.5 Applying a Community of Inquiry Instrument to Evaluate Student Learning in a Technology-Mediated Environment
4 Methodology
4.1 Recruitment of the Participants and Procedure
4.2 The CoI Survey Tool
4.3 Focus Group Interviews
5 Results and Interpretation
5.1 Descriptive Statistics
5.2 Measurement Model
5.3 Confirmatory Factor Analysis
6 Interview Results
6.1 Teaching Presence
6.2 Social Presence
6.3 Cognitive Presence
6.4 Can Teaching with Technology Address Cultural and Linguistic Diversity in the EMI Classroom?
7 Discussion
7.1 Teaching Presence Facilitating an Active Learning Environment
7.2 Social Presence Promoting Communication in a Vibrant Learning Community
7.3 Cognitive Presence Facilitating Independent Learning
7.4 Potential Effects of Livestreaming on Cultural Adaptation
8 Conclusion
References
Technological Approaches to Student Participation while Studying the History of Psychology in an EMI Institution
1 Introduction
2 Theoretical Framework
2.1 Verbal Participation
2.2 Technology in EMI Classrooms
2.3 Translanguaging
3 The Study
4 Data Analysis and Discussion
4.1 Observation of the Material Available for the Teacher
4.2 Class Observation and a Reflexive Approach to Teaching
4.3 Further Examples of Translanguaging
4.4 Contrastive Analysis of Students’ Feedback – 2021–2022
4.5 End-of-the-Project Discussion
5 Conclusion
References
Implementing Collaborative Technology to Facilitate Undergraduate TESOL Trainees’ Collaborative Writing in an EMI Institution
1 Introduction
2 Background
2.1 Collaborative Learning
2.2 Collaborative Technologies
2.3 The EMI Context
3 Technological Intervention
3.1 Microsoft Teams
3.2 Methodology
4 Results and Discussion
5 Reflections and Implications
6 Conclusion
References
Using Online Peer Assessment Activities to Foster Student-Centred Learning in Two Undergraduate EMI Courses
1 Introduction
2 Institutional and Classroom Contexts
3 Technological Intervention in Teaching
4 Evaluation of Technological Intervention
4.1 Questionnaire Surveys
4.2 Student Submissions
4.3 Peer Feedback
5 Findings from the Evaluation
5.1 Characteristics of the Participants
5.2 Autonomous Learning
5.3 Audience Awareness in Writing
5.4 Feedback Focus
5.5 Learning Communities Promoted by OPA Activities
5.6 Limitations
6 Conclusion
Appendix A
Appendix B
Examples of Identifying the Amount of Writing for the Selected Sub-tasks (Figs. B1 & B2)
Appendix C
Examples of Identifying the Amount of Feedback Focus for the Selected Aspects of Assessment (Figs. C1 & C2)
References
Improving Listening and Autonomous Learning Among Multilingual Students with a Digital Learning Tool: An EMI Teacher-Training Course in TESOL
1 Introduction
1.1 Background of the Study
2 Theoretical Framework
2.1 Autonomous Learning and Technology
2.2 Teaching and Learning Listening
3 Description of the Digital Learning Tool
4 Evaluation of the Digital Learning Tool
5 Reflection and Recommendations
6 Conclusion
References
The Implementation of Technology in Supporting English-Medium Instruction in Multilingual University Settings: A Case Study of Economics
1 Introduction
2 A Multilingual Institutional Context
3 Technological Intervention in Economics
4 Participants
5 Data Collection and Analysis
6 Results and Discussion
7 Conclusion and Recommendations
References
Applying Software-Engineering Thinking to Teaching in EMI Sino-Foreign Higher Education
1 Introduction
2 Background: Education Provision in the PRC
2.1 Challenges in EMI SfHEIs
2.2 Software Engineering Thinking
3 Interventions
3.1 TAFFIES
3.2 TAFFIES on Trial: A Case Study
3.3 Developing Reflective Practitioners
4 Discussion & Conclusion
References
Using Digital Pedagogy to Redefine Design Education
1 Introduction
2 Background
2.1 University of Nottingham Ningbo China (UNNC)
2.2 BEng Product Design and Manufacture (PDM)
2.3 Modern Learning Theories
2.3.1 Microlearning (ML)
2.3.2 Gamification (GF)
2.3.3 Immersive Learning (IL)
3 Technological Interventions
3.1 Case Study 1 – ML for Visual Communication
3.2 Case Study 2 – ILT for Design History
4 Evaluation of Technological Interventions
4.1 Case Study 1 – ML for Visual Communication
4.2 Case Study 2 – ILT for Design History
5 Reflections and Implications of Technological Interventions
6 Conclusions and Recommendations
References
Using a Moodle-Based Digital Escape Room to Train Competent EMI Lecturers and Instructors in a Multilingual Environment
1 Introduction
2 The Context of the Case Study
2.1 Academy of Future Education and PGCert Programme
2.2 UKPSF Framework and TPACK Framework
3 Moodle-Based Digital Escape Room for Professional Development for Teachers
3.1 Challenges in a Multilingual, Multicultural Context
3.2 The Pilot Intervention
3.3 Digital Escape Room for Professional Development for Teachers
4 Evaluation and Discussion
5 Reflection and Implications
5.1 Induction
5.2 Adaptivity
5.3 Reward
5.4 Navigation
5.5 Connectivity
5.6 Extendibility
6 Conclusion
Appendix A: The H5P Online Interactive Video
Appendix B: The H5P Online Interactive Book
References
‘On the Same Page’ with Perusall – Using a Social e-Reader to Engage Chinese Undergraduates with Literature in English
1 Introducing Perusall
2 The Process of Reading
3 Social Learning Theory, Communities of Practice, Participatory Culture
4 Collective Effervescence
5 Description of the Multilingual Institutional and Context/Background
6 Description of Technological Intervention in Teaching
7 Assessment
8 Evaluation of Technological Intervention
9 Annotations
10 Reflections and Recommendations for Fellow EMI Instructors
10.1 Assessment
10.2 In-Class Discussions
10.3 Asynchronous Dialogue
10.4 Scaffolding
10.5 Higher-Order Thinking Skills
11 Conclusion
References
Technology, Hybrid Identities, and the Art and Craft of Song-Writing in English
1 Introduction
2 Multilingualism and Identity
3 Technology and the Development of Transportable Identities
4 Music and Hybrid Identities: The Case of K-Pop
5 Context of the Study
5.1 Course Content and Intended Outcomes
5.2 Technology in the Course Delivery
6 Methods
6.1 Participants
6.2 Questionnaire
7 Findings
7.1 Identity and Self-Perception
7.2 Identity and Music
7.3 Identity, Social Environment, and Technology for Listening to Music
7.4 Identity and Song-Writing
8 Discussion: Technology in the Negotiation of Hybrid Identities
9 Conclusions
References
Prospects for the Integration of Technology in English-Medium Instruction in Higher Education
1 Introduction
2 Technology and Curriculum Innovations
3 Language Processing
4 Disciplinary Learning Without Tears
5 Productive Learning Communities
6 Future Prospects for Research
References