While English as a medium of instruction (EMI) is becoming a global phenomenon across higher education contexts, little attention has been paid to the instructional experiences of EMI teachers. Informed by a spatial perspective, this study explored how a cohort of Chinese university teachers navigated their EMI instructional settings. Different…

Recent conceptualizations of language learning motivation have highlighted its dynamic and contextual nature. Yet the role of the L2 learning context in shaping motivation remains under-explored. This study adopts an agency perspective to examine emerging motivational orientations across diverse medium of instruction settings. The present study…

Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC.…

Despite the increasing use of English as a medium of instruction (EMI), teachers who teach at EMI schools encounter significant challenges, such as difficulties in teaching content-subjects in English and students' limited understanding of content presented in English. To examine the extent of these challenges, six early-full and 14 late-partial…

Technostress is a phenomenon in which rapid technological advancement affects teachers' psychological well-being. It is an emerging concern in English language education, which may be exacerbated by the advent of generative artificial intelligence (GenAI) tools such as ChatGPT. This study explores the factors that influence technostress among…

A growing number of studies have explored the ways how teachers contingently respond to students' unexpected responses or a lack of student responses in second language classrooms. From a sociocultural perspective, teacher contingency involves a departure from the lesson plan in local response to the unexpected or unforeseeable actions in the…

With the expanding role of English medium instruction (EMI) worldwide there has been an increasing use of English to teach content subjects at tertiary level. In implementing EMI a common assumption has been that the primary issue affecting successful EMI is the English proficiency level of the EMI instructor. This paper reviews this assumption by…

In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers' language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language…

English medium instruction (EMI) is a growing phenomenon in many countries. Some researchers have investigated the difficulties and strategies students use to cope with EMI. However, the pedagogical challenges faced and strategies used by other key participants, teachers, have been surprisingly under-researched. This study utilizes questionnaire…

Models of education delivering content teaching through learners' second language have rapidly increased in recent decades and are thought to offer a 'naturally' motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is…

Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of…

While the importance of linguistically responsive teaching (LRT) in multilingual classrooms is well documented, preservice English teachers' conceptions of LRT and the pertinent sociocultural processes that shape their LRT conceptions and practices remain under-researched. Qualitatively examining the experiences and understandings of 15 preservice…

Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior…

This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are…

While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that…