Speaker
Description
This study explores an EMI graduate program (Oct 2025–Jan 2026) using an AI-enhanced CLIL framework to develop English proficiency, intercultural competence, and worldview literacy. Seven students engaged in fourteen sessions, leveraging AI tools for synthesis, visualisation, and presentation rehearsal. Outcomes, assessed via Progos tests, questionnaires, and writing analysis, showed CEFR speaking gains and shifts toward ethnorelative orientations. Findings suggest AI-mediated multimodal production and dialogue foster communicative competence, metacognition, and intercultural growth in EMI contexts.
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Saturday in the afternoon
Abstract
This study examines the design, implementation, and outcomes of an English-Medium Instruction (EMI) graduate program delivered from October 2025 to January 2026 through an AI-enhanced Content and Language Integrated Learning (CLIL) framework. The program aimed to foster English proficiency, intercultural competence, and worldview literacy among seven graduate students across fourteen weekly 100-minute sessions. AI tools, including NotebookLM and Gemini, served as cognitive partners for knowledge synthesis, conceptual clarification, slide design, and iterative rehearsal, supporting—not replacing—students’ analytical decision-making. Learners produced structured slide decks, concise summaries, infographic-style visualizations, and MP4 learning artifacts based on assigned readings. The curriculum integrated diverse conceptual foundations, including worldview models, cultural intelligence, the Iceberg Model of culture, Dr. Yee’s research principles, Dr. Weakley’s global leadership lectures, and Dr. Harré’s three realms with emphasis on ontology and epistemology. A key objective was scaffolding research presentations aligned with MA/PhD trajectories to strengthen academic identity formation. Learning outcomes were assessed via pre/post Progos speaking tests, a post-course questionnaire, and AI-assisted analysis of writing samples. Results indicated an approximate one-level CEFR speaking improvement and questionnaire responses reflecting greater open-mindedness, intercultural awareness, and a shift from ethnocentric to ethnorelative orientations. Overall, the results suggest that combining AI-mediated multimodal production with presentation-centred classroom dialogue can effectively enhance communicative competence, metacognitive awareness, and reflective intercultural growth in graduate-level EMI environments.
Short summary
This study explores an EMI graduate program (Oct 2025–Jan 2026) using an AI-enhanced CLIL framework to develop English proficiency, intercultural competence, and worldview literacy. Seven students engaged in fourteen sessions, leveraging AI tools for synthesis, visualisation, and presentation rehearsal. Outcomes, assessed via Progos tests, questionnaires, and writing analysis, showed CEFR speaking gains and shifts toward ethnorelative orientations. Findings suggest AI-mediated multimodal production and dialogue foster communicative competence, metacognition, and intercultural growth in EMI contexts.
Keywords
AI-enhanced CLIL, Multimodal learning, Intercultural competence, Worldview literacy
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Innovating Graduate Education with EMI and AI-Enhanced CLIL |