在本次114年 5 月 27 日（二）EMI觀課活動中，我們有幸觀摩東南亞語文學系黎氏仁副教授所授的全英語課程《東南亞經濟概論 An Introduction to Southeast Asian Economies》。這門課聚焦於東南亞地區的經濟發展脈絡與區域特色，帶領學生探討十個東協（ASEAN）會員國在經濟成長與整合過程中的差異與挑戰。本次觀課活動特別邀請兩位專家共同參與回饋與討論：ETI英語教師訓練與企業英語教學專家Jenna Cody，以及臺北科技大學應用英語系洪媽益副教授。

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觀課前，黎老師首先進行說課，向觀課專家們說明課程設計理念與學習目標。課程的核心學習成果包含：理解FDI的定義與關鍵特性；能夠透過實際案例分析東協各國的FDI模式；進一步運用經濟邏輯思考並探討不同國家的投資策略；掌握FDI在區域發展中的角色；並在此過程中培養學生的批判思維與英文溝通能力。黎老師也提到，本課程學生多為國際生，英文程度屬於中高級，能夠順利跟上全英語課程的節奏與內容。

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開始上課後，黎老師以暖身提問激發學生思考與複習之前所學過的內容。接著，黎老師向學生明確說明當天的學習目標，並進行關鍵概念回顧。課堂上不僅講授理論，更透過提問、討論與小組互動，引導學生逐步認識外人直接投資（Foreign Direct Investment, FDI）的定義、特徵與實務案例。學生們在課堂上分析特定國家的FDI策略，並藉由小組討論深入理解該國的投資優勢與發展瓶頸，並向全班分享討論結果，黎老師則於最後進行統整與回饋，協助學生建構整體理解。

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進入議課環節，兩位專家一致肯定黎老師的課進度掌握與教學語言運用，指出她善於以清楚的邏輯組織內容、以自然的語言引導學生學習，讓學生能夠輕鬆吸收知識。在教室控管方面，Jenna Cody特別指出座位安排對學生參與度的影響。她建議未來課堂可考慮將後排座位預先倒放，並在課程開始前明確告知學生需坐於前排，進一步提升參與度。同時，她也提議將座位排成小組討論形式，以促進互動與合作學習。Jenna表示，即使學生已是大學生，仍需教師以策略性方式引導，例如分配角色、設計開放式問題、使用語言支架（scaffolding）等方式，協助學生更有信心地參與討論與發言。洪媽益副教授則認同Jenna的觀察，並補充指出，在引導學生參與的同時，也需注意避免過度干預，以維持學生自主思考與探索的空間。他建議可多保留一些時間讓學生沉澱思考、與同儕互動，藉由學生之間的對話來激發更深層次的理解與學習動機。

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整體而言，本次觀課活動不僅展現了黎氏仁副教授在EMI教學實踐上的專業與創意，也讓與會師長與專家有機會深入反思EMI課程的設計、引導策略與學生支持機制。我們也從兩位專家的建議中獲得寶貴啟發，為未來推動更多高品質EMI課程提供了實質參考。再次感謝黎老師的精彩教學與兩位專家的深度回饋，讓我們對EMI教學的可能性與潛力有了更多想像與期待！

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In today’s (Tuesday, May 27, 2025) EMI observation activities, we had the pleasure of observing Associate Professor Le Thi-Nham from the Department of Southeast Asian Languages and Cultures as she conducted her EMI course “An Introduction to Southeast Asian Economies.” The course focuses on the historical and contemporary context of economic development in Southeast Asia, guiding students in exploring the distinct features and challenges faced by the ten ASEAN (Association of Southeast Asian Nations) member states in their processes of economic growth and regional integration. We were honored to invite two experts to join this observation and provide feedback: Jenna Cody, Teacher Trainer at English Total Immersion (ETI) / Corporate Training Specialist, and Dr. Michael Tanangkingsing, Associate Professor at the Department of English, National Taipei University of Technology.

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In the briefing session, Assoc. Prof. Le presented her lesson plan and explained the course design and intended learning outcomes to the observers. The core learning objectives included: understanding the definition and key characteristics of Foreign Direct Investment (FDI); analyzing FDI patterns in ASEAN countries through real-world examples; applying economic reasoning to explore national investment strategies; recognizing the role of FDI in regional development; and fostering students’ critical thinking and English communication skills throughout the process. She also noted that most students in the class were international students with intermediate to advanced levels of English proficiency, allowing them to follow the EMI instruction effectively.

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At the start of the class, Assoc. Prof. Le began with warm-up questions to activate prior knowledge and stimulate student thinking. She then clearly articulated the day's learning goals and proceeded to review key concepts. The session integrated theoretical instruction with interactive learning, using questions, discussions, and group work to guide students in building a thorough understanding of FDI—its definition, characteristics, and real-life applications. Students worked in groups to analyze the FDI strategy of a specific ASEAN country, identifying its investment advantages and developmental challenges. Each group later shared their findings with the class, and Assoc. Prof. Le provided a comprehensive summary and feedback to consolidate learning outcomes.

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During the post-observation discussion, both invited experts praised Assoc. Prof. Le’s mastery of EMI instruction, particularly her fluent and articulate use of English and her ability to logically organize content and lead students into complex topics with clarity. Regarding classroom management, Jenna Cody pointed out the impact of seating arrangements on student participation. She recommended preemptively flipping the back-row chairs and instructing students to sit in the front rows to enhance engagement. Additionally, she suggested organizing seats into group discussion clusters to better facilitate peer interaction and collaborative learning. Jenna emphasized that even at the university level, students still benefit from guided participation strategies—such as role assignments, open-ended questioning, and the use of scaffolding techniques—to build confidence in speaking and participating in class discussions.

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Dr. Michael Tanangkingsing agreed with Jenna’s observations and added that while promoting active participation is important, instructors should be careful not to over-intervene. He highlighted the importance of allowing students time to process ideas, engage in peer dialogue, and explore topics independently. Such space, he noted, is essential for cultivating deeper understanding and intrinsic motivation to learn.

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Overall, this observation provided valuable insights into high-quality EMI instruction. Assoc. Prof. Le’s class not only demonstrated pedagogical expertise and creativity in EMI teaching, but also served as a meaningful opportunity for all attendees to reflect on course design, instructional strategies, and student support mechanisms. The constructive feedback offered by our two experts further enriched the session and provided practical inspiration for the continued development of effective EMI programs. We extend our sincere thanks toAssoc. Prof. Le for her engaging lesson and to the two experts for their thoughtful contributions. This experience has deepened our appreciation of EMI’s potential and inspired new possibilities for enhancing internationalized teaching practices.

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#EMIteaching#ClassroomObservation #SoutheastAsianEconomies #EnglishMediumInstruction #FacultyDevelopment #FDI #ASEAN #InternationalClassroom

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