Cover not available

Article published In: Emerging Assessment Needs and Solutions in EMI in Higher Education
Edited by Slobodanka Dimova and Joyce Kling
[Journal of English-Medium Instruction 1:2] 2022
► pp. 204–231

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

EMI programs and formative assessment

Implications for the assessment literacy of content lecturers

ORCiD logo with link | Tel Aviv University
Published online: 25 August 2022
DOI logo with link
https://doi.org/10.1075/jemi.21014.inb
Abstract
Research and discussion on assessment in English Medium Instruction (EMI) programs, specifically on formative on-going assessment theory and practice, is scant. This is despite the shift in education towards assessment for learning paradigms, and the potential contribution of on-going feedback-led assessment for coping with the challenges that the EMI content/language framework presents. This paper attempts to account for the absence of formative assessment from EMI programs by examining EMI as an international construct, situated in higher education institutional organizational and assessment cultures. It emphasizes the need for training in assessment for EMI content lectures, and concludes by identifying four areas relevant to their EMI assessment literacy (EMIAL): contextual and policy literacies; the role of language in facilitating content learning; formative assessment for learning orientations; and awareness and understanding of students’ linguistic and content needs.
תַקצִיר
המחקר והדיון בנושאי הערכה בתכניות בהן אנגלית משמשת כשפת ההוראה (EMI) מצומצמים, במיוחד בכל הנוגע להיבטים תיאורטיים וישומיים של הערכה מעצבת. זאת למרות המעבר בתחום ההערכה החינוכית לפרדיגמות של הערכה לשם למידה, ולתרומה האפשרית של הערכה מעצבת שוטפת ומודרכת משוב להתמודדות עם האתגרים שמציבה הוראת תכנים בשפה האנגלית בתכניות בינלאומיות. מטרתו של מאמר זה היא לנסות לעמוד על הסיבות להעדרה של הערכה מעצבת מתכניות אלה באמצעות סקירת מיקומן במסגרות בינלאומיות במערכת ההשכלה הגבוהה, ובהתייחס לתרבות הארגונית ולתרבות ההערכה המאפיינת מערכת זו. המאמר מדגיש את הצורך בפיתוח מקצועי עבור מרצי הקורסים המלמדים תכנים בשפה האנגלית, ומזהה ארבעה תחומים רלוונטיים לאוריינות ההערכה של מרצים אלה: אוריינויות העוסקות בהקשר המקומי ובנושאי מדיניות; בתפקיד השפה ככלי המאפשר לימוד תכנים; בהערכה מעצבת בהשכלה הגבוהה; ובמודעות והבנה לצרכים הלשוניים והתכניים של הסטודנטים בתכנית.
Article outline
  • Introduction
  • The assessment paradigm shift
  • EMI and internationalization: Curricular and assessment models
  • EMI assessment as part of higher education assessment cultures
  • EMI and assessment: The content-language merge
  • Content EMI lecturers’ assessment literacy
  • EMIAL competencies
    • Contextual and policy literacies
    • The role of language in facilitating content learning
    • Formative assessment for learning orientations
    • Awareness and understanding of students’ linguistic and content needs
  • Conclusions and future directions
  • Acknowledgements
  • References
References (103)
References
Airey, J. (2016). EAP, EMI or CLIL? In K. Hyland & P. Shaw, (Eds.), The Routledge handbook of English for academic purposes (pp. 71–83). Routledge. Google Scholar logo with link to Google Scholar
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Assessment Reform Group. [URL]
Atomi Brainwaves podcast (2020, August 27). Dylan Wiliam on Formative Assessment. [Audio podcast episode]. [URL]
Ball, P., & D. Lindsay. (2013). Language demands and support for English-medium instruction in tertiary education: Learning from a specific context. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 44–62). Multilingual Matters. Google Scholar logo with link to Google Scholar
Beelen, J., & Jones, E. (2015). Redefining internationalization at home. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott, (Eds.), The European higher education area. Springer. Google Scholar logo with link to Google Scholar
Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal, (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 275–292). Springer. Google Scholar logo with link to Google Scholar
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom Assessment. Phi Delta Kappan, 92(1), 81–90. Google Scholar logo with link to Google Scholar
(2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. Google Scholar logo with link to Google Scholar
Blondeel, E., Everaert, P., & Opdecam, E. (2021). Stimulating higher education students to use online formative assessments: The case of two mid-term take-home tests. Assessment & Evaluation in Higher Education, 47(2), 297–312. Google Scholar logo with link to Google Scholar
Bourn, D. (2011). From internationalisation to global perspectives. Higher Education Research & Development, 30(5), 559–571. Google Scholar logo with link to Google Scholar
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement Issues and Practices, 30(1), 3–12. Google Scholar logo with link to Google Scholar
Calvo, S., Celini, L., Morales, A., Manuel, J., Martínez, G., & Núñez-Cacho Utrilla, P. (2020). Academic literacy and student diversity: Evaluating a curriculum-integrated inclusive practice intervention in the United Kingdom. Sustainability, 12(3). Google Scholar logo with link to Google Scholar
Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. Routledge. Google Scholar logo with link to Google Scholar
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. Google Scholar logo with link to Google Scholar
Chalhoub-Deville, M., O’Sullivan, B. (2020). Validity: Theoretical development and integrated arguments (pp. 158–167). Equinox. Google Scholar logo with link to Google Scholar
Chen, Q., Kettle, M., Klenowski, V., & May, L. (2013). Interpretations of formative assessment in the teaching of English at two Chinese universities: A sociocultural perspective. Assessment & Evaluation in Higher Education, 38(7), 831–846. Google Scholar logo with link to Google Scholar
Cohen, A. D. (1994). The language used to perform cognitive operations during full-immersion math tasks. Language Testing, 11(2), 171–195. Google Scholar logo with link to Google Scholar
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe. Accessed from: [URL]
(2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. Accessed from: [URL]
Dafouz, E. M., Camacho-Miñano, M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 441, 57–67. Google Scholar logo with link to Google Scholar
Dafouz, E., & Smit, U. (2016). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397–415. Google Scholar logo with link to Google Scholar
(2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. Google Scholar logo with link to Google Scholar
Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393–415. Google Scholar logo with link to Google Scholar
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council. [URL]
deBoer, M. & Leontjev, D. (Eds.). (2020). Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualization. Springer Nature. Google Scholar logo with link to Google Scholar
Dendrinos, B. (2019). Multilingual testing and assessment for plurilingual education. ECSPM. [URL]
Deygers, B., & & Malone, M. (2019). Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing Journal, 36(3), 347–368. Google Scholar logo with link to Google Scholar
Dimova, S. (2020). English language requirements for enrolment in EMI programs in higher education: A European case. Journal of English for Academic Purposes, 471, 100896. Google Scholar logo with link to Google Scholar
Dimova, S., & Kling, J. (2018). Assessing EMI lecturers’ language proficiency across disciplines. TESOL Quarterly, 52(3), 634–656. Google Scholar logo with link to Google Scholar
Doiz, A., & Lasagabaster, D. (2020). Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism, 23(3), 257–262. Google Scholar logo with link to Google Scholar
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. Google Scholar logo with link to Google Scholar
Fuller, M. B., & Skidmore, S. (2014). An exploration of factors influencing institutional cultures of assessment. International Journal of Educational Research, 651, 9–21. Google Scholar logo with link to Google Scholar
Fuller, B., Skidmore, S. T., Bustamante, R. M., & Holzweiss, P. C. (2016). Empirically exploring higher education cultures of assessment. The Review of Higher Education 39(3), 395–429. Google Scholar logo with link to Google Scholar
Gabriëls, R., & Wilkinson, R. (2021). Introduction: The tension between monolingualism and multilingualism. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe (pp. 11–35). Amsterdam University Press. Google Scholar logo with link to Google Scholar
Gagnon, G. W., & Collay, M. (2001). Design for learning: Six elements in constructivist classrooms. Corwin Press.Google Scholar logo with link to Google Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan Pivot. Google Scholar logo with link to Google Scholar
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. Google Scholar logo with link to Google Scholar
Gröblinger, K. (2017). What are the benefits and challenges of EMI in (international) study programs at UAS in Austria? Internationalisierung von Hochschulen – Der globale Diskurs im Kontext der Fachhochschulen. [URL]
Gundermann, S., & Dubow, G. (2018). Ensuring quality in EMI: Developing an assessment procedure at the University of Freiburg. Bulletin VALS_ASLA, 1071, 113–125.Google Scholar logo with link to Google Scholar
Haim, O. (2014). Factors predicting academic success in second and third language among Russian-speaking immigrant students studying in Israeli schools. International Journal of Multilingualism, 11(1), 41–61. Google Scholar logo with link to Google Scholar
Huang, Y-P. (2011). English-medium instruction (EMI) content-area teachers’ (CATs’) pedagogical content knowledge of scaffoldings: A Vygotskian perspective. Taiwan Journal of TESOL, 8(1), 1–32.Google Scholar logo with link to Google Scholar
Hultgren, A. K., Owen, N., Shrestha, P., Kuteeva, M., & Mezek, S. (2022). Assessment and English as a medium of instruction: Challenges and opportunities. Journal of English-Medium Instruction, 1(1), pp. 105–123. Google Scholar logo with link to Google Scholar
Inbar-Lourie, O. (2008a). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402. Google Scholar logo with link to Google Scholar
(2008b). Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education. Vol. 7: Language testing and assessment (2nd ed., pp. 285–300). Springer. Google Scholar logo with link to Google Scholar
(2017). Language assessment literacy. In E. Shohamy, I. Or, & S. May (Eds.), Language testing and assessment. (3rd ed.). Springer. Google Scholar logo with link to Google Scholar
Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34–37. [URL]
Kao, Y. T., & Tsou, W. (2017). EMI course assessment: A survey study of the issues. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education. Springer. Google Scholar logo with link to Google Scholar
Kozulin, A. (1998). Psychological tools. A sociocultural approach to education. Harvard University Press.Google Scholar logo with link to Google Scholar
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120. Google Scholar logo with link to Google Scholar
Kruiper, S. A., Leenknecht, M. J. M., & Slof, B. (2021). Using scaffolding strategies to improve formative assessment practice in higher education. Assessment & Evaluation in Higher Education, 471, 458–476. Google Scholar logo with link to Google Scholar
Lantolf, J. P., Poehner, M. E., & Swain, M. (Eds.). (2018). The Routledge handbook of sociocultural theory and second language development. Routledge. Google Scholar logo with link to Google Scholar
Lawrence, C., Inbar-Lourie, O., & Weinberg, L. (2017). A handbook for English medium instruction in institutions of higher education in Israel. Tempus ECOSTAR. [URL]
Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348–370. Google Scholar logo with link to Google Scholar
Levi, T., & Inbar-Lourie, O. (2019). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182. Google Scholar logo with link to Google Scholar
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 236–255. Google Scholar logo with link to Google Scholar
Levrai, P., & Bolster, A. (2019). A framework to support group essay writing in English for Academic Purposes: A case study from an English-medium instruction context. Assessment & Evaluation in Higher Education, 44(2), 186–202. Google Scholar logo with link to Google Scholar
Li, C., & Ruan, Z. (2015). Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective. System, 551, pp. 43–52. Google Scholar logo with link to Google Scholar
Li, N., & Wu, J. (2018). Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education. Language Education & Assessment, 1(1), 28–44. Google Scholar logo with link to Google Scholar
Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Assessing multilingual competence. In E. Shohamy, I. Or, & S. May (Eds.), Language testing & assessment. (pp. 91–102). Springer. Google Scholar logo with link to Google Scholar
Macaro, E. (2020). Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism, 23(3), 263–276. Google Scholar logo with link to Google Scholar
Mannion, J. (2021). Beyond the grade: The planning, formative and summative (PFS) model of self-assessment for higher education. Assessment & Evaluation in Higher Education, 471, 411–423. Google Scholar logo with link to Google Scholar
Moore, S. H. (2017). A case study of assessment in English medium instruction in Cambodia. In B. Fenton-Smith, P. Humphries, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: Issues and challenges from policy to pedagogy (pp. 173–191). Springer. Google Scholar logo with link to Google Scholar
Morien, R. I. (2020). A radical proposal for teaching, learning, assessment and curriculum development in higher education computer system development courses for the 21st Century. Naresuan University Journal: Science and Technology, 281, 50–63. Google Scholar logo with link to Google Scholar
Ngo, P. Le Hoang. (2019). English-medium instruction (EMI) in higher education: A case study of an EMI programme in Vietnam. [Unpublished doctoral thesis: University of Southampton]. [URL]
Nissen, C. F. R. (2019). Blind spots of internationalization of higher education. [Unpublished doctoral thesis, Department of Nordic Studies and Linguistics: University of Copenhagen]. [URL]
O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction: An overview of practice in European universities. International Journal of Bilingual Education and Bilingualism, 21(5), 553–563. Google Scholar logo with link to Google Scholar
O’Dwyer, F., & de Boer, M. (2015). Approaches to assessment in CLIL classrooms: Two case studies. Language Learning in Higher Education, 5(2), 397–421. Google Scholar logo with link to Google Scholar
Organisation for Economic Co-operation Development. (2016). Trends Shaping Education 2016. Google Scholar logo with link to Google Scholar
Otto, A., & Estrada Chichón, J. L. (2021). Analysing EMI assessment in higher education. Revista Tempos e Espaços em Educação, 14(33), e15475 Google Scholar logo with link to Google Scholar
Poehner, M. E. (2013). Dynamic assessment in the classroom. In A. J. Kunnan (Ed.), The companion to language assessment, Vol.2, (pp.677–692). Wiley. Google Scholar logo with link to Google Scholar
Poehner, M. E., & Inbar-Lourie, O. (Eds.). (2020). Towards a reconceptualization of L2 classroom assessment: Praxis and researcher- teacher partnership. Springer. Google Scholar logo with link to Google Scholar
Sahan, K. (2021). In conversation with Ernesto Macaro on English medium instruction. RELC Journal, 52(2), 334–341. Google Scholar logo with link to Google Scholar
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and teacher learning. Language Testing, 30(3), 309–327. Google Scholar logo with link to Google Scholar
Schein, E. H. (2004). Organizational culture and leadership (3rd Edition). John Wiley & Sons.Google Scholar logo with link to Google Scholar
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 1031, Article 101602. Google Scholar logo with link to Google Scholar
Schissel, J. L., Leung, C., & Chalhoub-Deville, M. (2019). The construct of multilingualism in language testing. Language Assessment Quarterly, 16(2), 1–6. Google Scholar logo with link to Google Scholar
Schmidt-Unterberger, B. (2018). The English-medium paradigm: A conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism, 211, 527–539. Google Scholar logo with link to Google Scholar
Shepard, L. A. (2006). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed), (pp. 623–646). Praege.Google Scholar logo with link to Google Scholar
(2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183–200. Google Scholar logo with link to Google Scholar
Shohamy, E. (2001). The power of tests: A critical view of the uses of language tests. Pearson, Longman. Google Scholar logo with link to Google Scholar
(2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418–429. Google Scholar logo with link to Google Scholar
(2012). A critical perspective on the use of English as a medium of instruction at universities. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 196–213). Longman. Google Scholar logo with link to Google Scholar
Sierens, S., & Van Avermaet, P. (2014). Language diversity in education: Evolving from multilingual education to functional multilingual learning. In D. Little, C. Leung, and P. Van Avermaet (Eds.), Managing diversity in education: Languages, policies, pedagogies (pp. 204–222). Multilingual Matters. Google Scholar logo with link to Google Scholar
TAEC EMI Handbook (2019). TAEC Erasmus+ project (2017–2020). [URL]
Takagi, H. (2015). The internationalisation of curricula: The complexity and diversity of meaning in and beyond Japanese universities. Innovations in Education and Teaching International, 52(4), 349–359, Google Scholar logo with link to Google Scholar
(2018). Development of English-medium instruction as a key for internationalizing the curriculum in Japan. In A. Bradford & H. Brown (Eds.), English-medium instruction in Japanese universities, (pp. 51–70). Multilingual Matters. Google Scholar logo with link to Google Scholar
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. Google Scholar logo with link to Google Scholar
Turner, C. E., & Purpura, J. E. (2016). Learning-oriented assessment in second and foreign language classrooms. In D. Tsagari & J. Baneerjee (Eds.), Handbook of second language assessment (pp. 255–272). De Gruyter. Google Scholar logo with link to Google Scholar
Van Parijs, P. (2021). Englishization as trap and lifeline. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe (pp. 355–368). Amsterdam University Press. Google Scholar logo with link to Google Scholar
van Splunder, F. (2021). Higher education in Flanders: English as the ‘other’ language’. In R. Wilkinson & R. Gabriëls (Eds.), The Englishization of higher education in Europe. Amsterdam University Press. Google Scholar logo with link to Google Scholar
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. Google Scholar logo with link to Google Scholar
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. In B. Fenton-Smith, P. Humphries, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: Issues and challenges from policy to pedagogy (pp. 1–18). Springer. Google Scholar logo with link to Google Scholar
Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: The crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032–1047. Google Scholar logo with link to Google Scholar
Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747–760. Google Scholar logo with link to Google Scholar
Wicking, P. (2020). Formative assessment of students from a Confucian heritage culture: Insights from Japan. Assessment & Evaluation in Higher Education, 45(2), 180–192. Google Scholar logo with link to Google Scholar
Wilkinson, R., Zegers, V. (2006). Introduction. In R. Wilkinson, V. Zegers & C. van Leeuwn. (Eds.), Bridging the assessment gap in English-medium higher education (pp. 25–39). AKS-Verlag Bochum. Google Scholar logo with link to Google Scholar
Wilkinson, R., & Zegers, V. (2006). Assessing incipient linguistic competences: An institutional perspective. In R. Wilkinson, V. Zegers, & C. van Leeuwen (Eds.), Bridging the assessment gap in English-medium higher education (pp. 61–76). AKS-Verlag Bochum.Google Scholar logo with link to Google Scholar
Wingate, U., Andon, N., & Cogo, A. (2011). Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education 12(1), 69–81. Google Scholar logo with link to Google Scholar
Wu, Q., & Jessop, T. (2018). Formative assessment: Missing in action in both research-intensive and teaching focused universities? Assessment & Evaluation in Higher Education, 43(7), 1019–1031. Google Scholar logo with link to Google Scholar
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 581, 149–162. Google Scholar logo with link to Google Scholar
Zhou, J. (2016). A dynamic systems approach to internationalization of higher education. Journal of International Education and Leadership, 6(1), 1–14. [URL]
Cited by (5)

Cited by five other publications

Li, Naihsin & Jessica R. W. Wu
2025. Assessment in EMI in the higher education context of Taiwan. Journal of English-Medium Instruction 4:2 ► pp. 212 ff. DOI logo
Mair, Olivia, Amanda Murphy & Francesca Costa
2025. Designing Professional Development Activities to Meet EMI Assessment Challenges. In Teacher Professional Development Programs in EMI Settings [English Language Education, 42], ► pp. 91 ff. DOI logo
Meng, Yaru, Yu Cui & Vahid Aryadoust
2025. EFL teachers’ formative assessment literacy and developmental trajectories: A comparative study of face-to-face and blended teaching modes. System 132 ► pp. 103694 ff. DOI logo
Abdel Latif, Muhammad M. M. & Abdul Aziz Mohamed Mohamed Ali El Deen
2024. Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs. Humanities and Social Sciences Communications 11:1 DOI logo
Bannister, Peter, Elena Alcalde Peñalver & Alexandra Santamaría Urbieta
2024. Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction. Journal for Multicultural Education 18:1/2 ► pp. 173 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue