以設計本位研究法發展一門大一全英語必修課程：教材之選擇與應用

A Design-based Research Approach to Developing a Freshman EMI Compulsory Course: Selection and Application of Teaching Materials

儘管全英語課程（English as a Medium of Instruction, EMI）已成為全球高等教育的發展趨勢，然而，EMI課程在臺灣之實施仍存在諸多挑戰。為了幫助大一學生有效掌握EMI學習方式，本研究旨在探討一門大一EMI必修課程的教材選用發展策略與修正歷程，嘗試透過可理解性輸入、跨語言實踐策略及多模態教材的融入，逐步發展教材輔助與應用策略。本研究採用設計本位研究法，經歷三個階段的設計，每一階段涵蓋「準備」、「設計」、「實施」與「修正」四個過程。研究結果顯示，經過三階段設計後，在教材選擇與輔助方面，發展出主題式文本選擇，並輔以多媒體導讀影片，可幫助學生更好地理解教材內容；在教材應用方面，亦發展出課前、課中、課後多項策略，以深化學生學習。最後，本研究於結論與建議中反思研究歷程，並提出對未來研究與教學的實務建議。

Research Motivation and Purpose

As English as a Medium of Instruction (EMI) becomes central to global higher education, Taiwan’s Bilingual 2030 policy also aims to enhance students’ English proficiency and international competitiveness. However, implementing EMI presents considerable challenges, particularly for freshmen with limited English skills. This study seeks to explore the selection and application of teaching materials in a compulsory freshman EMI course, employing a design-based research (DBR) approach to iteratively improve instructional design and enhance student learning outcomes.

Literature Review

Prior research highlights cognitive, linguistic, and emotional challenges in EMI contexts, including foreign language anxiety, limited comprehension of academic texts, and reduced classroom participation. Theoretical underpinnings include comprehensible input (Krashen, 1982), translanguaging (Cenoz & Gorter, 2021), multimodal learning (Lin, 2016), and flipped classroom strategies (Al-Samarraie et al., 2020). Teachers’ beliefs, material design, and focus on student needs are critical for EMI success.

Research Method

The study employed a three-phase DBR framework, with each phase comprising preparation, design, implementation, and revision stages. Data were collected through student needs surveys, course evaluations, interviews, reflective journals, learning portfolios, and institutional course evaluations. The research team utilized coding, thematic analysis, and triangulation to ensure analytical rigor.

Research Results

Phase 1 (2022, Fall):

- Preparation: Selected an open-access English textbook without Mandarin translation;
- Design: Planned weekly topics and employed lecture-based methods;
- Implementation: Provided pre-recorded videos and bilingual glossaries;
- Revision: Added Mandarin explanations and simplified key concepts in slides after students reported comprehension difficulties.

Phase 2 (2022, Spring):

- Preparation: Introduced flipped learning and multimodal materials;
- Design: Combined text annotations, videos, and local case examples;
- Implementation: Delivered mixed-language guided videos and connected theory to local issues;
- Revision: Reduced reading load, integrated student feedback, and encouraged reflective thinking.

Phase 3 (2023, Fall):

- Preparation: Collaborated with a team to adopt a thematic, multimodal curriculum;
- Design: Created online quizzes, student-led reading groups, and integrated AI tools (e.g., ChatGPT);
- Implementation: Used simplified slides with visual cues and facilitated student-led discussions;
- Revision: Uploaded lecture slides post-class, supported independent learning, and refined assignments based on student needs.

Discussion and Suggestions

This study highlights that flexible material selection, multimodal resources, and translanguaging strategies effectively reduce students’ cognitive overload and enhance engagement in EMI classrooms. Through continuous reflection and collaboration, the teaching team designed a course that helped students gradually progress from dependence on scaffolds toward greater autonomy in learning.

To build on these findings, several suggestions are offered. First, instructors should carefully select thematic, multimodal, and locally relevant materials that align with students’ needs and interests. Providing bilingual scaffolding and clear explanations of key concepts is essential to support comprehension. Incorporating flipped classroom approaches and collaborative tasks can further foster active student engagement and participation. Additionally, integrating generative AI tools, such as ChatGPT, offers new opportunities for enhancing learning interactions and deepening understanding. Prioritizing teacher professional development in EMI pedagogy remains critical for sustaining high-quality instruction. Finally, future research should explore the long-term impacts of these strategies on students’ language proficiency, disciplinary knowledge, and their ability to become autonomous learners.

Limitations and Contributions

Since this study focused solely on a first-year compulsory course related to education, the findings may not be generalizable to EMI courses in other colleges or universities. In particular, this research primarily concentrated on the selection and application of teaching materials; therefore, topics such as course design or pedagogical approaches fall outside the study’s scope and represent its limitations. Future studies could explore various intervention strategies tailored to EMI courses across different disciplines, student year levels, and subject characteristics.

Nonetheless, as this study adopted a design-based research approach to examine the selection, support, and application of course materials, it yielded two main contributions through its three-phase process:

Firstly, we shifted from using a full English-language textbook to a theme-based course design, emphasizing quality over quantity to reduce students’ cognitive load. This approach effectively integrated reading materials, alleviated reading pressure, and enhanced learning outcomes by promoting the understanding of core concepts. To support learning, we replaced audio-based previews with multimedia videos that included visual aids and highlighted key points. This combination of visual and auditory elements facilitated intuitive comprehension and further improved learning outcomes.

Secondly, the study recommends that EMI instructors implement supportive strategies before, during, and after class to enhance students’ comprehension of course materials. For instance, assessing students’ preparedness for asynchronous self-study can encourage independent thinking and proactive questioning. Incorporating AI-assisted interactive design promotes higher-order thinking and metacognitive strategies, enabling instructors to tailor instruction to learners’ needs while fostering autonomy and critical thinking skills.

In the classroom, lectures were divided into mini-lectures, each followed by interactive group discussions. These sessions provided opportunities for students to exchange ideas, reflect on the content, and raise questions, thereby deepening their understanding and preparing them for English oral expression. This approach fostered active engagement and deeper learning. Instructors also incorporated diverse formats such as role-plays and case studies to increase engagement and participation.

Presentation materials were redesigned to incorporate multimodal resources and translanguaging strategies, enhancing both classroom interaction and content comprehension. By combining visual and auditory cues with Chinese annotations, students were better able to grasp key concepts and reduce anxiety related to English comprehension. Small group-led reading activities further built a sense of learning community and promoted peer interaction, increasing engagement and deepening understanding through shared discussions.

For post-class assignments, we replaced the full-term learning portfolio with weekly reflection worksheets, which reduced the overall workload and clarified the weekly course structure. This adjustment helped students better organize the course content and supported knowledge retention through structured review and reflection.

While these findings provide valuable insights for EMI instruction, the research team recommends further exploration of instructional materials and learning supports. For example, a multimedia repository or website with organized content by topic or unit– featuring guided previews and summaries– could help students access and use relevant materials more efficiently. Generative AI could also be used to produce practice questions, quizzes, and summaries to support students’ comprehension and retention. In addition, AI could generate differentiated texts based on learners’ proficiency levels, enabling personalized learning paths within EMI contexts.

Future practices should aim to further integrate multimedia tools to encourage self-directed learning and incorporate task-based activities with built-in feedback mechanisms to increase engagement. Exploring real-time feedback systems may also enhance teacher-student interaction and provide scaffolding for English language production. Finally, assessment strategies should be continuously refined based on student feedback and learning outcomes to ensure ongoing improvement in instructional quality.