Speaker
Description
How can students develop research skills through real-world experience? This session introduces a staged fieldwork module that guides university EMI students through student-led investigations of international tourists’ experiences in Japan. Scaffolded tasks, guided AI support, field interviews, simple data analysis, and academic presentations support an authentic research experience. Practical materials and student examples will illustrate the module, and attendees will gain adaptable strategies for scaffolding experiential research in their own teaching contexts.
Abstract section 5: References
Galloway, N., & Rose, H. (2021). English-medium instruction and the English language practitioner. ELT Journal, 75(1), 33–41. https://doi.org/10.1093/elt/ccaa063
Kim, J., & Kim, V. (2021). Rediscovering feedback and experiential learning in the English-medium instruction classroom. Journal of University Teaching & Learning Practice, 18(4), Article 19. https://doi.org/10.53761/1.18.4.3
Reinders, H., Lai, C., & Sundqvist, P. (Eds.). (2022). The Routledge handbook of language learning and teaching beyond the classroom. Routledge. https://doi.org/10.4324/9781003048169
Abstract section 2: Contribution/research questions
This presentation equips educators with a practical, adaptable model for integrating inquiry-based learning into EMI curricula. Specifically, the session demonstrates how practitioners can bridge the gap between abstract research training and real-world intercultural communication through staged experiential fieldwork. Furthermore, it introduces a framework for using guided AI to support interview development, offering pedagogical strategies to transition traditional coursework into active, student-led inquiry.
Abstract section 1: Relevance
As English-medium instruction (EMI) expands (Galloway & Rose, 2021), educators face the dual challenge of fostering disciplinary knowledge and academic literacy. While courses incorporate research projects, students struggle to understand research in practice when instruction relies on passive reading and writing. Current literature emphasizes the value of student-led inquiry and interaction in real-world contexts (Reinders et al., 2022). Integrating experiential learning and formative feedback into EMI enhances student motivation and comprehension (Kim & Kim, 2021). Because practical models for embedding experiential research in EMI remain scarce, this presentation introduces a staged fieldwork module where students investigate international tourists’ experiences.
Abstract section 4: Outcomes/results
Attendees will learn how structured fieldwork tasks help students connect research design, data collection, and interpretation through genuine intercultural interaction. The session will also highlight techniques for balancing student-led inquiry with clear scaffolding and research focus. Finally, the presenter will demonstrate how the complete module or individual project stages, such as question development, field interviews, or small-scale data analysis and presentations, can be adapted for a wide range of EMI, English for Academic Purposes (EAP), and language teaching contexts.
Abstract section 3: Content/method
The presenter will outline the module’s pedagogical design, demonstrating how scaffolded tasks guide students through a compact research experience. Attendees will see how the module supports students to develop targeted interview questions addressing specific research objectives, conduct on-site interviews with international visitors, analyze data, and deliver academic presentations. To illustrate the module’s impact and two-year iterative refinement, the presenter will share task materials, interview templates, student presentation excerpts, and evaluation results.
| Title | Teaching Research Through Fieldwork in EMI Courses |
|---|---|
| Teaching Context | College and university education |