AsiaTEFL Logo        The Journal of Asia TEFL
   
The Journal of Asia TEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
User Information
Search
Today 1,440
Total 2,703,531
Current Issue
Go List

Volume 19 Number 3, Autumn 2022, Pages 740-1140   


PDF Download
   

Facilitative Effects of Feedback Delivered via a Social Q&A Platform in the English-Medium Instruction Context

    Victoria Kim & Jeongyeon Kim


English is becoming the global language of business, education, science and scholarship, and English-medium instruction (EMI) in higher education is a rapidly growing, multidimensional global phenomenon. Previous research on EMI has predominantly highlighted the forces driving this phenomenon, implementation challenges, and stakeholders' language proficiency and attitudes, while very few studies have discussed changes in pedagogical practices to improve the quality of EMI at the micro level, particularly in the Asian context. This article investigates the effects of formative feedback delivered via a social Q&A online platform on learners' performance and motivation and explores students' perceptions of the use of the platform. It analysed pre-test, post-test, and questionnaire data from 130 students enrolled in an English-mediated business course at an EMI university in South Korea. These data were supplemented by the focus-group interview with eight students. The findings suggested that the application of the platform was viewed favourably by the students and that technology-mediated feedback significantly enhanced their writing performance and motivation, increased their language and content knowledge, and supported their active engagement. The findings have several pedagogical implications for other EMI contexts.

Keywords: English-medium instruction, EMI pedagogy, technology-enhanced feedback, social Q&A platform, learner-centred teaching