This study investigates the impact of the language of instruction on assessment outcomes by comparing students' test performance in English (EMI) and Japanese Medium Instruction (JMI) courses. Data were collected from a university in Japan offering parallel Chemistry courses in Japanese and English as part of the same undergraduate curriculum. A…

In celebration of ASOCOPI's 60th anniversary, this article critically discusses how language teaching and learning in Colombia have addressed the relationship between language and content within higher education, aiming to prepare future professionals for the current interconnected world. Through the analysis of the national literature, we explore…

This study examined how beginner teachers integrate language teaching into content subjects after their initial teacher education (ITE). Grounded in a blend of pedagogical theories, sociocultural perspectives, and reflective practice frameworks, it examined the experiences of 10 participants from a previous 2021 study when they were pre-service…

The rapid expansion of online education, accelerated by global disruptions, has transformed how English as a foreign language (EFL) courses are taught. While virtual platforms offer flexibility and easy access to resources, they also present unique challenges to effective language learning--especially in areas like speaking practice, where student…

Standardised cross-national learning assessments may help drive education policy change and system improvements across Africa but support is required to overcome operational and technical challenges. This recognition has led to sustained technical and geographical development of regional assessments like those from PASEC, the Program for the…

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

This paper explores how Chinese ESL students utilize generative aritificial intelligence (gen AI) in their writing processes, focusing on the stages of writing, specific methods of use, and language practices. The study was performed in an English-medium instruction (EMI) environment at a Sino-American university in China. Data were collected…

This qualitative study explores the perceptions and conceptions of academic writing among 14 ELT students in an English medium instruction (EMI) context at an international university in Northern Cyprus, an under-researched setting. The study revealed that participants faced a variety of challenges and employed strategic approaches that created…

Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior…

The present volume constitutes a singular contribution to its field on several counts. First and foremost, it is an outcome of a joint research effort by members of various European higher education institutions who have cooperated within the framework of the European Campus of City Universities Project (EC2U). It is an initiative that brings…