| 英文摘要 |
This classroom-based action research study examines how a CLIL-informed English-medium instruction (EMI) cross-cultural communication course supported Vietnamese biotechnology undergraduates’preparation for future English-medium university study in Taiwan. Drawing on sociocultural theory and academic discourse socialization, the study conceptualizes EMI learning as socially mediated and asks how a“supportive social architecture”(peer interaction, strategic multilingual resources, and instructor scaffolding) shaped students’perceived learning. Sixteen students in an international program completed a 16-week course that integrated cross-cultural communication concepts (e.g., collectivism–individualism, power distance, high/low context, gender roles, and communication styles) with structured academic speaking and writing tasks. Data were collected through an end-of- course questionnaire combining Likert-scale items and open-ended prompts. Descriptive analysis indicated that most students perceived clear gains in content understanding, confidence in discussions and presentations, and readiness to engage with English-medium content courses. Students also reported ongoing challenges, especially limited vocabulary, processing dense materials, and expressing complex ideas accurately in English. However, many described these challenges as manageable because they could preview and review materials, use bilingual tools, translanguage strategically during group meaning-making, and seek support from peers and the instructor. Interpreted through a sociocultural support lens, the findings suggest that CLIL-informed, interaction-rich EMI designs can foster content learning and academic discourse socialization when instructor mediation and peer-assisted collaboration are deliberately built into course routines. |
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