Supporting EMI students’ summary writing skills in the university context

Supporting EMI students’ summary writing skills in the university context

• Xiao, Yangyu The Education University of Hong Kong
• Cheung, Hin Tat The Education University of Hong Kong

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBE Teaching Methods of Composition & Their Outcomes

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

In the last two decades there has been a growing trend of adopting English medium instruction (EMI) in universities. EMI increases the need for teaching English for specific purposes, so as to help students develop discipline-specific English language skills. Summary writing skills in such a disciplinary context are considered to be essential as students need to comprehend, synthesise and integrate source materials into their own academic writings. This paper focuses on a project supporting students’ summary writing skills through ESP summary writing workshops and an online learning platform in a university in Hong Kong. Data were collected through students’ self-reflections and post-workshop interviews. Findings reveal that disciplinary-specific summary writing training raises students’ awareness of writing skills that can be adapted to writings in their own subject courses; students also perceived that the online learning platform offers the chance for them to self-evaluate their own summaries and regulate their own learning. The present study contributes to the understanding of strategies that can support university students’ discipline-specific summary writing skills in the EMI context. Copyright © 2018 Asia TEFL.

Paper presented at The 16th Asia TEFL 1st MAAL & 6th HAAL 2018 International Conference

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/51ff937d

2020-01-06