Today, under the leadership of Professor Siaw-Fong Chung, Associate Executive Director of the Bilingual Education and Multicultural Promotion Office and Director of the EMI Resource Center at National Chengchi University (NCCU), NCCU faculty members and the center’s team embarked on an exciting journey of professional development and exchange. With great anticipation, they boarded a chartered bus bound for National Tsing Hua University (NTHU), setting out on a teacher training trip full of learning opportunities and meaningful interactions. Although a light drizzle accompanied the journey, it did nothing to dampen the enthusiasm and dedication of the participating teachers.

The primary goal of this visit is to attend the CertPT Certification Course for In-Service Teachers, organized by NTHU. Through this training, the team aims to enhance the quality of English as a Medium of Instruction (EMI) and engage in knowledge-sharing with like-minded educators who are equally passionate about EMI teaching. Upon arrival at NTHU, the group received a warm welcome from Mr. Yu-Chun Lin, Team Leader of The Center for EMI Excellence, and Training Assistant Yu-Ting Huang. They guided the team in person to the NTHU Guest House, marking the beginning of this enriching learning journey.

In the evening, everyone gathered for a welcome dinner. Professor Yi-Wen Liu, NTHU Associate Vice President for Academic Affairs and Deputy Director of the Center for EMI Excellence, along with Team Leader Yun-Yin Huang, also joined the gathering. In a relaxed and friendly atmosphere, they exchanged insights on EMI teaching practices and the unique characteristics of their respective departments, setting the stage for the training sessions to follow the next day.

This is not only a journey of professional development but also a wonderful beginning of inter-university collaboration and idea exchange. The EMI CertPT Workshop is moving forward together!✨

On the first day of the EMI CertPT Workshop, esteemed leaders from National Tsing Hua University (NTHU) and National Chengchi University (NCCU) gathered to kick off this collaborative inter-university initiative. Prof. Yung-Hsien Wu, NTHU Vice President for Academic Affairs, expressed his delight in seeing the complementary strengths of NTHU's expertise in science and engineering and NCCU's background in the humanities come together. He noted that this partnership opens up new possibilities for faculty and curriculum development for both institutions. In his remarks, Prof. Chi-Ping Lin, NCCU Vice President for Academic Affairs, expressed his gratitude for this precious opportunity for collaboration. He hoped that through site visits and exchanges, the two universities would deepen their mutual understanding of teaching and strengthen their cooperative friendship. Next, in attendance to deliver remarks were the Associate Executive Director of NCCU Office of Bilingual and Multicultural Promotion Office, Director Siaw-Fong Chung of the EMI Resource Center, Prof. Yi-Wen Liu, NTHU Associate Vice President for Academic Affairs, and Prof. Yu-Chun Lin, Team Leader of NTHU EMI Center, demonstrating the significance and scale of the program.

The courses on the first day were led by ETI Teacher Trainer Steven Murray, who broke the ice with a fun and engaging self-introduction activity. Participants wrote a number on a small whiteboard, and others guessed its meaning. This innovative and relaxed icebreaker allowed everyone to get to know each other amidst laughter. The session then moved on to the main topic, "Effective Lecturing." Through group discussions, the participating faculty members contemplated the gap between ideal and actual EMI (English as a Medium of Instruction) teaching environments and shared the challenges they face and their strategies for dealing with them. In this process, the teachers not only exchanged pedagogical experiences but also sparked many concrete solutions and reflections. An article reading and mind-mapping activity further honed their organizational and expressive skills. A subsequent article-reading and mind-mapping activity further trained organizational and expressive skills: after each group read an assigned passage, they created a mind map and presented it on stage. This process was not merely about reading but about digesting and visualizing information, demonstrating how to enhance students' comprehension of abstract concepts in EMI teaching. Furthermore, a discussion on "Visual Teaching" techniques served as a reminder of the importance of simplicity and clarity in presentation design, and the need to coordinate verbal and visual elements to help students better grasp key points.

After a mid-session break, Steven guided the faculty through an integrated reading task, Task 1, which skillfully combined group collaboration with oral expression training. Each group divided the reading of different passages among its members, who then explained and shared what they had read. This allowed the entire class to grasp the overall content in a short amount of time. Such a design not only improved learning efficiency but also allowed participants to experience the practical application of collaborative work in a classroom setting. A key focus of the afternoon session was the exploration of cultural differences and respect. We engaged in interactions in groups based on different nationalities, emphasizing that the core of EMI teaching is not "English" itself, but a cross-cultural pedagogy and a method of communication. This reminded us, as instructors, that we must attend not only to content delivery but also to students' cultural backgrounds and learning habits to truly achieve effective teaching.

In the "Giving feedback on micro-sessions" activity, we learned how to provide developmental feedback, such as using the "praise sandwich" method to offer positive and constructive comments. Additionally, there were discussions on how to use body language, variations in voice volume, and a sense of humor to enhance classroom interaction and engagement. These details, though seemingly minor, have a profound impact on the classroom atmosphere and learning outcomes. The course concluded with a brief introduction to Trinity Certification and its long-term value for professional teacher development, emphasizing that continuous practice and cognitive challenges can create a positive cycle for teachers, students, and even the entire educational system. Through today's intensive training and diverse activities, we not only gained a wealth of teaching skills but also a deeper understanding of our roles as educators.

After the course, everyone proceeded to a restaurant on the NTHU campus for dinner. The conversation at the dinner table extended from teaching methods to daily life, and laughter filled the air. Prof. Yu-Chun Lin was the first to start the karaoke, and other teachers soon joined in, creating a lively and festive atmosphere that brought a perfect end to this fulfilling and wonderful first day.

Welcome dinner at the MATCH Kitchen Lab, NCCU. 

Participants from NTHU were welcomed by our Vice President for Academic Affairs, Professor Chi-Ping Lin. 

The team was led by the Director of the EMI Resource Center, Professor Siaw-Fong Chung, who traveled from Hsinchu to Taipei with participants from both universities following two days of training at NTHU. The third and fourth days of the program will be held at NCCU.

More updates about the training are coming soon.

The morning session on June 10 was led by Professor Yi-Shin Chen, from the Department of Computer Science at NTHU. Professor Chen also serves as the Chair of the International Bachelor Degree Program and the leader of the Taiwan Artificial Intelligence College Alliance (TAICA). The session was titled “Using Cummins’ Framework to Effectively Develop Cognitive Skills.”

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The session began with an introduction to Cognitive Load Theory, which explains that human learning relies heavily on working memory, a system with limited capacity. When instructional design exceeds what students can cognitively manage, learning efficiency significantly declines. Professor Chen emphasized that teachers should intentionally reduce unnecessary extraneous load and adjust intrinsic cognitive load in their lesson planning, so students can learn effectively under manageable cognitive conditions.

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Following this, Professor Chen introduced Cummins’ Four Quadrant Framework, which classifies learning tasks based on two key dimensions: Cognitive Demand and Context Embeddedness. In second language learning environments, tasks that are context-embedded—such as those involving images, videos, or hands-on activities—can help reduce the cognitive burden. In contrast, abstract or text-heavy tasks demand greater cognitive effort from learners. Therefore, educators should strive to balance cognitive challenge and load in their lesson design to enhance student comprehension and engagement.

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During the practical segment, participants engaged in a Jigsaw Reading activity in groups of three. Each member was assigned a different section explaining Cummins’ framework and was asked to summarize it using no more than five words per sentence. Group members then took turns sharing their summaries with one another. After completing their explanations, groups identified five key takeaways and wrote them on a mini whiteboard for class-wide sharing. Additionally, teachers discussed how to categorize typical classroom activities within Cummins’ framework and considered how modifying contextual support could help students better grasp the content.

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The session continued with a microteaching practice involving both morning and afternoon participants. Each teacher delivered a 10-minute instructional demonstration while observers evaluated the presentation across four dimensions: presentation skills, interaction design, language use, and pronunciation. At the end of each session, the facilitator synthesized feedback from the groups and offered professional input. Participating instructors included, morning session: Pei-Hsuan Hsieh (Department of Computer Science, NCCU), Bo-Han Chen (Department of Electrical Engineering and Institute of Photonics Technologies, NTHU), Chang-Hsien (Robert) Tsai (Institute of Technology Law, NTHU), and Hua-Wen Fu (College of Life Science and Medicine, NTHU); afternoon session: Pranee Saengchan (Department of Southeast Asian Studies, NCCU), and Nancy Wei-Ning Chen (Center of English Education, NTHU).

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The afternoon session featured a session led by trainer Jennifer W. Liu from the Center of English Education at National Tsing Hua University. Her session, titled “Fostering Student Speaking in EMI and CLIL Courses: Pedagogical Strategies and Classroom Applications,” began with group discussions prompting participants to reflect on two guiding questions: “Is student speaking important in EMI classrooms? Why?” and “What challenges do your students face when speaking in EMI courses?” Many educators agreed that speaking proficiency is essential for engaging with content, asking questions, and participating in group discussions. However, they also highlighted common challenges, such as student shyness, reliance on their first language, and limited class time for oral practice.

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In response, Ms. Liu explained that speaking is not just a form of language output but also a cognitive process that enhances understanding. When students articulate concepts in English, they reinforce comprehension and develop critical thinking skills. Moreover, preparing to speak encourages students to listen actively and participate more meaningfully. To support students in building speaking confidence, she recommended providing pre-task materials, scaffolded discussion prompts, and peer interaction tasks to reduce anxiety and promote engagement.

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At the end of the session, Ms. Liu introduced Task 2, a post-workshop assignment requiring participants to identify a less-than-ideal teaching resource, propose improvements, and write a rationale-based report. The report is evaluated across four criteria: rationale for classroom practice, framing within the educational setting, insight into professional practice, academic conventions and referencing. Ms. Liu advised teachers to select a resource with clear room for improvement and support their redesign with at least eight academic references. By integrating theory with practice, this workshop not only deepened participants’ understanding of cognitive frameworks and language learning strategies but also offered concrete opportunities for reflection and practical application.

June 11 marked the third day of the EMI CertPT Workshop. The day began with a workshop titled “Developing Language Awareness: Focus on Functional Language” led by Jenna Cody, a teacher trainer from the English Teaching Institute (ETI). Jenna guided participating faculty through an in-depth exploration of the role and practical strategies of functional language in EMI (English as a Medium of Instruction) teaching. Using a jigsaw reading activity, she helped participants examine the various communicative functions of functional language—such as expressing agreement or disagreement, negotiating, and clarifying opinions—and compare expressions like “It seems to me…” and “I really think…” in terms of tone and usage. Jenna emphasized that functional language enhances students’ oral communication skills, fosters critical thinking, and supports the creation of interactive learning environments. She also encouraged instructors to design their own materials with interactive activities in mind, while considering students’ proficiency levels and available class time to balance clarity and academic rigor.

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In the late morning, teaching demonstrations and feedback sessions were held in Meeting Room 5. Teachers showcased their EMI teaching practices: Shun-Nan Chiang from the International College of Innovation at NCCU led a session on analyzing the Sustainable Development Goals (SDGs), using a comparison activity between MDGs and SDGs to stimulate student reflection. Diau-long Shen from the Department of Music at NTHU explored the theme of “Mozart and Immortality,” combining questioning techniques with presentations. Fabricio Fonseca from the Department of Diplomacy at NCCU focused on international relations, using guiding questions and news images to spark discussion.

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Meanwhile, in Meeting Room 3, another set of demonstrations and discussions was led by Steven. Yung-Chi Lin from the Graduate Institute of Mathematics and Science Education at NTHU presented a lesson on “addition,” using three interactive activities to help students transition between abstract and concrete mathematical concepts. Shi-Sheng Sun from the Department of Computer Science at NCCU introduced the topic of Industrial IoT and Operational Technology Security, making connections between historical and contemporary examples to enrich students’ understanding.

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The afternoon session, also moderated by Jenna, continued with more teaching demonstrations and feedback. Hsiu-yu Chen from the Foreign Language Center at NCCU led a lesson centered on the poem “Those Winter Sundays,” guiding students to connect personal experiences with emotional expression in language. Her lesson was creative and engaging; feedback suggested focusing more on the core learning activity to maximize impact. Nga Khing Lim from the Department of Foreign Languages and Literature at NTHU presented a lesson on the Bandung Conference, highlighting the historical shift in Asian perspectives. Participants praised the quality of her discussion prompts and recommended including more opportunities for critical thinking. Ching-Ting Hsin from the Department of Early Childhood Education at NTHU introduced how to use the Inquiry Cycle to design early STEM activities. Her passionate delivery and diverse content were well received, and Jenna recommended incorporating more demonstrations and explanation of key terminology if time permits.

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At the same time, under Steven’s facilitation, another group conducted their own microteaching session: Chawarote Valyamedhi from the Southeast Asian Languages and Cultures at NCCU presented “Feminize the Buddhas! Sacred Images and Gender in Laak Phra Ritual in Southern Thailand.” Cheng-han Wu from the NCCU EMI Resource Center initiated discussion using the provocative prompt: “How do you feel about Shield’s sexy commercial?” Jasin Wong from the Department of Special Education at NTHU introduced different types of learning disabilities, with a focus on dysgraphia. These sessions showcased rich, multicultural teaching practices, with participants actively engaged and providing thoughtful feedback throughout.

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To conclude the day, Jenna led a summary session focused on Tasks 3 and 4 of the training program: Task 3 required participants to produce a rationale for a self-designed teaching resource suitable for at least 15 minutes of instruction or training for a specified learner group. Task 4 asked participants to reflect on the use of either the adapted resource (from Task 2) or the original resource (from Task 3). By engaging in these tasks, participants were able to connect theory with practice, gaining a deeper understanding of how to design and reflect on EMI teaching materials. The day ended on a strong and constructive note, not only enhancing faculty understanding of EMI principles but also providing actionable, experience-based strategies to support the future development of bilingual education.

The fourth day of the 2025 NTHU-NCCU Joint EMI CertPT Workshop took place on June 12, featuring an input session by Dr. Farhad A.K. Cassim, CertPT Course Director at National Yunlin University of Science and Technology (NYUST), titled “Promoting Active Listening in EMI Classes”. Dr. Cassim emphasized that when designing listening tasks in EMI classrooms, the focus should go beyond merely ensuring student comprehension. Instead, instructors should guide students toward “listening as thinking”—an approach that treats listening as a cognitively engaged activity. To achieve this, tasks can be designed across four progressive levels: comprehension, connection, critique, and classification. This layered framework encourages students to listen actively and critically rather than passively receive information.

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Dr. Cassim also highlighted the importance of considering both scaffolded and non-scaffolded scenarios in instructional design. Without scaffolding, students may become passive recipients of information, relying on ineffective note-taking strategies that lead to limited learning outcomes. In contrast, appropriate scaffolds—such as guided note-taking templates, keyword prompts, and metacognitive reflection activities—can promote greater awareness, helping students to better organize information, deepen understanding, and improve retention.

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He then introduced the CertPT instructional design framework as a useful guide for EMI course planning. This framework begins with the articulation of clear learning goals, such as developing students’ academic listening skills or enabling engagement with global issues. Next, teachers select a relevant topic and determine specific instructional aims—for instance, to equip students to formulate viewpoints, think critically, or make connections to real-world contexts. Based on these aims, teachers choose suitable core materials and supplementary resources. Core materials may include videos, lectures, or audio recordings, while supporting tools may take the form of guided notes, vocabulary lists, or graphic organizers. Through such structured and intentional design, listening tasks in EMI classrooms become opportunities for active knowledge construction and critical engagement.

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The day then transitioned into the micro-teaching component. In Meeting Room 3, under the review of Dr. Jennifer W. Liu, the first presentation was delivered by Dr. Guan-Rong Huang from the Department of Engineering and System Science at National Tsing Hua University. Dr. Huang opened his session “Crystal Structures and Defects” with an interactive QR code activity and an overview of the course syllabus. He then engaged participants in reading aloud the definition of crystal structure and used images—including photographs of luxury cars—to illustrate three types of crystal symmetry operations. These visuals effectively clarified abstract scientific concepts for the audience.

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Following Dr. Huang, Dr. Hsiu-Chuan Hsu, who holds a joint appointment with the Institute of Applied Physics and the Department of Computer Science at NCCU, presented on the topic “Introducing Quantum Annealing”. Her session began with a matching exercise to review key terms, followed by animated visualizations that conveyed the principles of quantum annealing in an accessible way. She concluded by linking theory to practice through a case study involving stock market trends, helping participants see the relevance of quantum physics to real-world phenomena.

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Simultaneously, two other micro-teaching sessions took place in Meeting Room 5. These were led by Dr. Yi-Fan Tseng from the Department of Computer Science at National Chengchi University and Dr. Tsu-Chin Chou from the Institute of Analytical and Environmental Sciences at NTHU. Both shared innovative teaching demonstrations rooted in their respective disciplines.

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Later in the afternoon, three additional presentations were held in Meeting Room 3. Dr. I-Chang Kuo of the Graduate Institute of Development Studies at NCCU explored the challenges faced by female migrants in China, with a particular focus on their pursuit of belonging in urban environments amid social constraints and discrimination. Dr. George Wang of the Department of Economics at NTHU examined the distinctions between management and leadership, underscoring the importance of adaptability and motivational skills in effective leadership. Dr. Yu-Wei Hsu of the Department of Business Administration at NCCU introduced key concepts in leadership and motivation, using interactive exercises to help the audience understand cognitive bias and the formation of goal-directed behavior.

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At the same time in Meeting Room 5, three more presenters shared their work. Dr. Chien-Wen Chang from NTHU’s Department of Biomedical Engineering and Environmental Sciences delivered a fascinating session connecting the development of mRNA vaccines to the historical role of milkmaids in smallpox prevention. Dr. Amy Lee of the Department of Industrial Engineering and Engineering Management at NTHU led a discussion on the United Nations Sustainable Development Goals (SDGs), inviting participants to take turns reading and analyzing related texts. Finally, Dr. Man-Ting Huang from the Center for English Education at NTHU shared creative strategies and reflective insights from her experience designing academic writing courses, offering practical suggestions and personal takeaways.

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Following an afternoon tea break, Dr. Cassim reconvened the group for a reflective review of Tasks 1 through 4, leading a discussion on the evaluation, adaptation, development, and creation of teaching resources. Participants also reflected on how these practices contribute to improved pedagogical decision-making in EMI classrooms.

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To conclude the day, all workshop participants boarded the shuttle bus to Mabuville in Hsinchu, where they enjoyed a communal dinner, bringing a productive and inspiring fourth day of the workshop to a warm close.

On June 13, the fifth day of the EMI CertPT Workshop was led by NYUST-certified instructor Jane Lu, with the theme “Motivation and Interactive Activity Design in EMI Classrooms.” The day focused on how to design engaging and motivation-driven activities in EMI (English as a Medium of Instruction) classrooms. The goal was to help participating teachers gain a deeper understanding of motivation theories and acquire practical strategies to enhance student participation and learning outcomes.⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀⠀

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Jane began by introducing two key theories of motivation. The first was Self-Determination Theory (SDT) by Deci and Ryan, which highlights autonomy, competence, and relatedness as the three essential factors in enhancing learning motivation. The second was Gardner and Lambert’s theory of instrumental and integrative motivation, which differentiates between learning English for practical needs (e.g., exams, academic advancement, career opportunities) and learning out of interest or cultural identification. Through a strategy-matching activity, teachers explored how to apply motivation theories in practice such as setting clear goals, providing timely positive feedback, allowing task choice, incorporating games and multimedia, and designing collaborative group work.

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This was followed by micro-teaching sessions, showcasing how teachers implement EMI strategies creatively and effectively. Wei-Jeng Huang, Lecturer from the Center of English Education, NTHU, presented “Voice in Wonder: How Narrative Forms Our Understanding,” exploring the connection between storytelling and comprehension. Lecturer Si-Ru Lin, also from the Center of English Education, shared “Four Key Factors to Consider When Selecting a Research Topic,” combining personal experiences with academic writing strategies and reflective teaching. Helena Hrdlickova, from the Department of Slavic Languages and Literatures in NCCU, presented “Czech Language and Its Pronunciation,” introducing Czech’s linguistic features, phonetics, and cultural context, offering a unique blend of linguistics and culture.

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For feedback on the micro-teaching, Yun-Yin Huang, Student Group Director of EMI Center in NTHU, offered comments and summaries. She praised the teachers’ vivid instruction and classroom interaction, especially highlighting techniques such as stepping away from the podium to interact with students, using gestures and eye contact to aid understanding and focus. She also recommended minimizing information overload in slides, simplifying text, and using tools like laser pointers to visually guide students to key points.

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To conclude the session, Jane led a review of Tasks 1 through 4 and opened the floor for questions and discussion. Teachers engaged in role-based group activities, reflecting on how to evaluate, adapt, and develop EMI materials, reinforcing the internalization and practical application of EMI teaching strategies. The day ended with a certificate presentation and group photo session, followed by a warm and joyful closing banquet. This marked a perfect finale to the five-day faculty development program. Not only did the teachers enrich their knowledge of EMI theory and practice, but they also formed strong connections through meaningful interactions, laying a solid foundation for advancing bilingual education in the future.