EMI and Online/Blended Learning Environments

The increasing global adoption of English as a Medium of Instruction (EMI) in higher education has coincided with the expansion of online and blended learning environments. These two developments intersect in meaningful ways: as universities innovate digitally, EMI practices must adapt to new modes of communication, interaction, and academic support. Understanding how EMI functions in online and blended learning contexts is crucial for postgraduate TESOL students who may soon design and teach EMI courses themselves.

1. EMI in the Digital Learning Landscape

Online and blended learning formats reshape language exposure and content delivery in English as a Medium of Instruction (EMI) environments. Unlike traditional face-to-face classrooms, digital EMI courses often depend on asynchronous materials, multimodal instructional resources, and learner autonomy. This shift offers distinct advantages, such as opportunities for repeated input, playback features, and flexible independent study. However, without careful scaffolding, these formats may also intensify linguistic challenges, as students receive less real-time clarification and interaction.

Research emphasizes the importance of providing explicit and intentional language support within digital learning materials. Reliance on spontaneous explanations or informal teacher guidance alone is insufficient for addressing persistent language-related barriers. For example, students’ perceived English language proficiency has been shown to significantly influence their academic outcomes in EMI settings, reinforcing the need for structured linguistic support within course design (Kamaşak & Şahan, 2023).

Effective EMI pedagogy in digital environments must therefore include vocabulary scaffolding, guided practice opportunities, and strategies to anticipate and address common language difficulties. Research demonstrates that such approaches can enhance both disciplinary understanding and language development, reducing cognitive overload and improving learning experiences (Huang & Chou, 2024).

Additionally, EMI teaching through a non-native language requires lecturers to make intentional linguistic choices. EMI is more complex than simply translating subject matter; it demands careful attention to phrasing, clarification strategies, and the integration of students’ linguistic resources (Chen et al., 2020). This underscores the necessity of meticulous course design that embeds language support into digital and blended instructional frameworks (Gil & Mur-Dueñas, 2023).

Overall, the success of EMI in online and blended settings hinges on the intentional incorporation of language scaffolding, ensuring that learners can meaningfully engage with both academic content and English language development in supportive, accessible, and well-structured learning environments.

2. Affordances of Online and Blended EMI Instruction

Digital platforms allow EMI instructors to integrate diverse media, including lecture videos, interactive simulations, digital glossaries, machine translation tools, and collaborative writing platforms. These support tools can enhance comprehensibility and reduce cognitive load. In blended environments, face-to-face sessions provide opportunities for real-time clarification, discussion, and feedback, while online components reinforce content through structured learning pathways.

Examples of Effective EMI Digital Strategies

• Chunking lecture videos into short segments with subtitles
• Embedding in-text glossaries for discipline-specific terminology
• Using multimodal representations (text + audio + visual cues)
• Guided note-taking templates for recorded lectures
• Discussion forums that encourage structured academic communication

3. Challenges in Online EMI Learning Experiences

Despite its potential, EMI within online and blended environments also presents challenges. Students may experience reduced interaction opportunities, greater reliance on written communication, and increased anxiety when asking questions publicly. Technical limitations—such as unstable connectivity—may compound inequities among learners. Additionally, instructors may need time and training to design accessible and linguistically considerate course materials.

4. The Role of the Teacher in Digital EMI Classrooms

Instructors play a central role in shaping student experience. Clear instructions, consistent terminology, and supportive feedback can help learners navigate complex content. Teachers can also promote meaningful engagement by modeling academic discourse, encouraging peer interaction, and using formative assessments to monitor progress. Moreover, the teacher’s ability to create a positive, inclusive online learning environment significantly impacts student confidence.

Recommended Instructor Practices

1. Provide weekly learning overviews and expectations
2. Use simplified but accurate English without reducing academic rigor
3. Encourage students to use bilingual resources strategically
4. Offer frequent low-stakes opportunities to practice academic language
5. Design synchronous sessions that prioritize interaction