Open Educational Resources (OER) for EMI

Open Educational Resources (OER) have become increasingly valuable in English as a Medium of Instruction (EMI) contexts, especially in higher education across Asia. As universities expand EMI programs, lecturers often face challenges related to sourcing accessible, discipline-appropriate, and language-sensitive learning materials. OER provides an opportunity to address these needs through freely available, openly licensed educational resources that can be adapted, localized, and shared within and across academic communities. For EMI instructors, OER not only supplies instructional content but also supports pedagogical flexibility, cultural relevance, and equity in student learning access.

Why OER Matters in EMI Contexts

In English-Medium Instruction (EMI) classrooms, students are required to process academic content and English language forms simultaneously. Traditional textbooks may offer strong disciplinary foundations, but they are often linguistically dense, expensive, or culturally distant from students’ lived experiences. In such contexts, Open Educational Resources (OER) provide a flexible and inclusive alternative, allowing teachers to adapt materials to match the linguistic and cultural profiles of their learners. This adaptability is particularly valuable in institutions where students enter with varied levels of English proficiency or limited exposure to academic English prior to university study.

OER also support instructors, many of whom are still developing their pedagogical strategies and academic English fluency. Through the use of openly available materials, teachers gain access to examples of language scaffolding, multimodal explanations, structured vocabulary support, and interactive learning designs. These models can inform teaching practices and help instructors better integrate content and language goals in their classrooms.

Research highlights the significance of OER in EMI settings for promoting accessibility, engagement, and cost-effective resource availability. OER can reduce financial barriers and provide continuous access to diverse academic content (Adil et al., 2022). In EMI contexts, where learners must navigate disciplinary knowledge in a second language, the availability of multiple modes of representation and adjustable linguistic complexity enhances comprehension and learning (Peng & Xie, 2021).

Furthermore, studies show that embedding OER into instructional practices enables more interactive and contextually relevant learning experiences, particularly in subjects such as mathematics where conceptual understanding and language development must proceed in tandem (Huang & Chou, 2024). The effectiveness of OER, however, depends on careful integration—resources must be selected and adapted to ensure alignment with pedagogical aims and support both content mastery and language development (Kılıçkaya & Kic-Drgas, 2020).

Overall, OER offer valuable pathways for equitable EMI instruction, enabling educators to design learning environments that are linguistically accessible, culturally relevant, and pedagogically sound.

Types of OER Useful for EMI

• Open Textbooks: Peer-reviewed academic texts available for free modification and use.
• Lecture Videos & MOOCs: Recorded lectures and open online courses to support pre-class preparation.
• Open Courseware Modules: Structured teaching units, lesson plans, and learning pathways.
• Infographics & Diagrams: Multimodal visuals that support comprehension of abstract concepts.
• Corpora & Academic Language Banks: Tools for teaching discipline-specific vocabulary and discourse patterns.

Localizing and Adapting OER for Cultural and Linguistic Relevance

A core benefit of OER is that instructors can revise materials to reflect local examples, cultural references, and real-world applications. Localization may include replacing unfamiliar case studies with regional ones, adjusting vocabulary difficulty, or incorporating bilingual glossaries. These adaptations not only make materials more comprehensible but also affirm students’ identities and experiences within the global academic sphere.

Ensuring Quality and Academic Integrity

While OER allows flexibility, instructors must ensure that materials maintain academic rigor. This includes checking the credibility of sources, accuracy of information, and clarity of explanations. Peer review, consultation with colleagues, and iterative classroom testing are recommended practices. Additionally, acknowledging original authors and licenses reinforces ethical academic practice and models proper citation habits for students.

Challenges and Considerations

Despite its advantages, integrating OER in EMI comes with challenges, such as time required for adaptation, varying digital literacy levels among lecturers, and institutional support constraints. However, collaborative approaches—such as resource-sharing networks or co-creation student projects—can lessen workload and foster a culture of academic openness.