Using LMS (Moodle, Canvas) to Support EMI

Learning Management Systems (LMS) such as Moodle and Canvas have become central to the delivery of English as a Medium of Instruction (EMI) in higher education. For postgraduate TESOL learners and educators, an LMS is not merely a digital storage space—it functions as a pedagogical ecosystem that integrates content delivery, language scaffolding, communication, assessment, and learner support. As EMI expands in Asian and international universities, understanding how to strategically use LMS platforms enhances both the quality of instruction and the academic success of students working in a second language.

1. The Role of LMS in EMI-Based Learning

In EMI contexts, students are navigating academic content and language simultaneously. LMS platforms support this dual challenge by offering structured access to learning materials, interactive communication spaces, and multimodal supports. Moodle and Canvas allow instructors to design lessons that are sequenced, visually clear, and supplemented with language supports that may not be possible in face-to-face classrooms alone.

2. Structuring EMI Course Content on LMS

Effective EMI course design on Moodle or Canvas generally follows a modular approach. Each module corresponds to a week's learning or a thematic topic, providing students with predictable navigation and reducing cognitive overload.

1. Clear Learning Objectives: Stated at the start of each module.
2. Chunked Readings and Videos: To avoid overwhelming non-native English speakers.
3. Guided Notes and Glossaries: Highlighting discipline-specific terminology.
4. Embedded Comprehension Checks: Using quizzes, polls, or short reflections.

Well-organized modules help students manage time and reduce anxiety, especially in EMI contexts where academic language processing demands are high.

3. Supporting Language Development Through LMS

Moodle and Canvas allow instructors to embed language support in non-intrusive ways. For example:

• Glossary Tools for academic and subject-specific terms.
• Audio/Video Explanations to support pronunciation and listening comprehension.
• Annotation Tools like H5P for guided reading activities.
• Discussion forums that allow reflective writing and peer language modeling.

4. Encouraging Interaction and Collaboration

LMS platforms facilitate peer learning, which is crucial in EMI classrooms. Discussion forums, group wikis, collaborative annotation tools, and breakout activity design promote meaningful exchange and help students develop fluency and confidence.

Clear prompts and instructor presence are essential. Students in EMI contexts may hesitate to write or speak publicly; supportive feedback and structured participation norms foster engagement.

5. Assessing EMI Learning Through LMS

Assessment should reflect both content mastery and communicative clarity. Moodle and Canvas make this possible through features like:

• Rubrics that balance content and language expectations.
• Peer review tools to encourage accountability and audience awareness.
• Iterative submissions to support revision and growth.

Timed quizzes, open-book analysis tasks, and reflective journals all serve EMI educational goals when combined with constructive feedback.