Lab for EMI Teaching and Learning
Research Field
Dr. Iping Liang is currently Director of Foreign Language and EMI Teaching Center at Hungkuang University (HK). Her academic career is divided into four areas. Firstly, she is trained in American studies and has published widely in multiethnic American literature. Her monograph, Storytelling Survivance: A Critical Reading of Native American Fiction, will be published in 2026. Secondly, she is a pioneer in the emergent field of critical plant studies and has edited the volume Critical Plant Studies in Taiwan (Bloomsbury 2024). The first of its kind, the collection explores phyto-human entanglements in Taiwan's environmental context. Thirdly, she is also well-known in overseas Chinese studies. As the Taiwan delegate to the International Society for the Study of Overseas Chinese (ISSCO), she helped launch Taiwan-based Translocal Chinese: East Asian Perspectives, published in English and indexed in Scopus and other databases. Finally, and foremost, she is an English teacher who has devoted 30 years to the field. Her coursework is diverse — from American Literature to Academic Writing, from Freshman English to Fashion English — she straddles EGP, EAP, and ESP with ease. As Director, she oversees the implementation of EGP, EAP, ESP, and EMI courses at Hungkuang. In addition, she will host the 2026 Intensive English Program (IEP), a four-week, immersive, interactive, and intercultural English-language program. IEP will also serve as the Lab for EMI Teaching and Learning under the auspices of IIPP, and the interns will work closely with Dr. Liang at the Lab during the four weeks.
Founded in 1967, Hungkuang University is known as the first nursing college in central Taiwan and has educated many outstanding medical professionals. Located in Shalu, it is close to downtown Taichung and only one hour away from Taipei by High Speed Rail. The campus is surrounded by the hilly slopes of Mt. Dadu and beautified by the cherry blossoms. Since 2012, HK has hosted the Intensive English Program (IEP), a four-week EMI program that provides an immersive environment for English language learners. For 14 consecutive years, IEP has been the hub for Hungkuang students to improve their English proficiency during the summer vacation. Administratively, IEP is operated by the Foreign Language and EMI Teaching Center. The students are divided into three levels—Class A (TOEIC scores of 550 or higher), Class B (between 550 and 450), and Class C (below 450). The classes are co-taught by native-speaking English and local professionals, both specialized in TESOL. In addition, English-speaking foreign TAs are hired to assist the teachers and help the students. There are about 20-25 students in each class, and they meet 7 hours per day for four consecutive weeks (Monday-Friday). The classes are scheduled for 3 hours in the morning and another 3 in the afternoon, with a one-hour lunch break. The TAs often plan social events to bring students together and practice English conversation. Pre- and post-tests are conducted to assess students’ performance during the four weeks. In 2026, with the help of international interns, IEP will also serve as the Lab for EMI Teaching and Learning. We hope to conduct the Lab by following the IEP setup and by investigating the effectiveness of the EMI program.
1. Rationale and Background
While Taiwan's Bilingual Policy aims to achieve CEFR B2 proficiency by 2030, local students frequently face "English anxiety" and comprehension gaps when transitioning to 100% English-taught courses. At Hungkuang, a four-week immersive English program has been implemented since 2012. This landmark EMI program aims to reduce these barriers through targeted pedagogical strategies, such as translanguaging (the strategic use of multiple language resources), co-teaching (the mixing between native-speaking and local TESOL teachers), 3 I’s (the blending of immersive, interactive, and intercultural mini-modules for language and cultural learning), and international interns (the interns to assess the EMI program by participatory fieldwork and research.)
2. Research Objectives
To evaluate the effectiveness of the four-week EMI program in improving Hungkuang students' academic listening and speaking skills in summer 2026.
To investigate how translanguaging strategies (e.g., instructional code-switching) reduce student anxiety and improve content comprehension.
To identify student-perceived challenges in 100% English-taught environments before and after the program.
3. Proposed Four-Week Program Structure
The program will follow the BEST Program definition of EMI: 100% of content delivery, interaction, and assessment will be conducted in English, with co-teaching by local teachers.
| Week | Focus | Key Activities |
| 1 | Foundations & Academic Literacy | Introduction to EMI terminology, active listening strategies, and note-taking in English. |
| 2 | Interactive Communication | Group discussions, peer-assisted learning, and overcoming the "embarrassment" of asking questions in English. |
| 3 | Content Integration | Field-specific mini-modules (e.g., Engineering, Business, Nursing) using multimodal teaching strategies. |
| 4 | Summative Assessment | Oral presentations and project-based displays of learning outcomes, all conducted 100% in English. |
4. Research Methodology
Participants: 60-80 Huankuang students from diverse majors (e.g., Engineering, Nursing, Food Science, Hotel Management, etc.).
Design: A mixed-methods approach:
Quantitative: Pre- and post-program tests measuring self-efficacy and language anxiety.
Qualitative: Focus group interviews (4 students per group) to explore "SWOT" (Strengths, Weaknesses, Opportunities, Threats) perceptions of the EMI experience.
Data Analysis: Comparative analysis of pre/post-test scores and thematic coding of interview transcripts.
Expected Outcomes
Reduced Anxiety: Significant decrease in reported stress levels when interacting in English.
Skill Gains: Measurable improvement in academic English skills required for classroom tasks.
Strategic Growth: Recommendations for EMI instructors on using adaptive strategies (like occasional code-switching for lower-proficiency students) to enhance inclusivity.
6. Institutional Support & Sustainability
The 2026 EMI program aligns with Hungkuang's targets for campus internationalization and will seek additional funding under the MOE BEST Program. In addition, we will use experts’ input from the Ministry of Education (MOE) Bilingual Education Portal.
July, 2025 “ASLE-Taiwan: Past and Present.” Invited Roundtable Presentation for Asian Ecocriticism; ASLE, University of Maryland, USA.
May, 2025 “Oriental Beauty: Tea, Gender and the Planthropocene in The Merry Leaf.” Invited Presentation at Sinofloristics Workshop, University of Virginia. Full coverage of airfare, room, and board.
2023-2025 Distinguished Professor Award, Recognition for research excellence. Annual award of NT$300,000 for two years, NTNU.
Aug. 2024 Faculty Exchange, Greenhouse Center for Environmental Humanities, University of Stavanger, Stavanger, Norway. Full coverage of airfare, room, and board.
July 2024 Invited Speech in “Taiwan and Island Studies,” conducted by Prof. Shu-mei Shih, as part of the summer seminar in Taiwan Studies
June 2024 Invited Plenary Speaker, Cross-Cultural Multispecies Ecocritical Workshop, National Dong Hua University, Hualien, Taiwan.
April 2024 Visiting Scholar at Nanyang Technological University, working on rubber and rubber plantations, NTU, Singapore. Full coverage by NSTC, Taiwan.
April 2024 Invited Presentation, Critical Island Studies Symposium, University of Macao, covering room and board.
Nov. 2023 Invited Panel Presentation, “American Studies Talkshop: Archipelagic Pedagogies,” Montreal, Canada. International Committee Panel organized by Brian Roberts (U of Utah, US), with co-panelists Paul Nadal (Princeton, US), Dario Fazzi (Leiden, the Netherlands), and Melissa Gniadek (U of Toronto, Canada). Funded by NSTC, Taiwan.
Sept. 2023 Invited Plenary Speaker for the Third Aptik Conference, Sanata Dharma University, Yogyakarta, Indonesia. Full coverage including round-trip airfare, room and board.
August 2023 Awarded Fellowship in Colby Summer School in Environmental Humanities, Waterville, Maine. Full coverage of one-week intensive course with Ursula Heise (UCLA), Craig Perez (UHM), Barbara Muraca (U of Oregon), and Brian Burkhart (U of Oklahoma).
April 2023 Invited Conference Presentation at the University of California, Los Angeles, USA, hosted by Prof. Shu-mei Shih under the auspices of UCLA-NTNU Initiative in Taiwan Studies, Full Coverage including round-trip airfare, room, and board.
June 2021 Invited EALA Talk on Interdisciplinary Methods, NKNU, Kaohsiung
May 2020 Invited to CLAROC Talk on Vegetal Ecocriticism, NTNU, Taipei
July 2019 Invited Plenary Speaker at the International Conference on Ecocritical Aesthetics, Shandong University, Jinan, Shandong, China. Full coverage including round-trip airfare, room and board.
July 2018 Invited Plenary Speaker at the International Conference on Ethical Literary Criticism at Zhejiang University, Hangzhou, China. Full Coverage including round-trip airfare, room, and board.
July 2016 Invited Plenary Speaker at the International Conference on Ocean Literature. Ningbo University, Ningbo, Zhejiang, China. Full Coverage including airfare, room, and board.
July 2015 Visiting Scholar at Free University of Berlin, Germany, for one month research trip on Herman Melville’s travel writings in the South Pacific. Full Coverage of round-trip airfare, room, and board.
July 2014 Invited Plenary Speaker at the International Conference on Multiethnic Literature at Central China Normal University, Wuhan, Hubei, China. Full coverage including airfare, room and board.
April 2007 Invited Plenary Speaker at the International Okinawa Studies Conference, hosted by the University of the Ryukyus, Okinawa, Japan. Full coverage of airfare, room, and board.
July 2005 Visiting Scholar at the University of New Mexico, US, for six months research trip on the works of Anishinaabe writer Gerald Vizenor. Government funds covering round-trip airfare, room, and board.
July 1999 Awarded Fellowship in the Summer School in American Studies at Chinese University in Hong Kong with Prof. Elaine Tylor May (U of Minnesota), focusing on the cultural politics of the Cold War era. Full coverage including round-trip airfare, room and board.
July 1998 Awarded Fellowship in the International School of Theory in the Humanities, Universidad de Santiago de Compostela, Spain, full coverage for one-month summer school with Mihai Spariosu (U of Georgia, US), Gabriele Schwab (UCI, US), and Wolfgang Iser (U of Constanz, Germany).
Ph.D. in American Studies; Department of English, University of Massachusetts Amherst; Dissertation: “The Lure of the Land: Imagining Gender and Ethnicity in American Literature.” [Recommended for publication by panel of examiners]
M.A. in English, Department of English, University of Massachusetts Amherst
M.A. in TESOL, Department of Education, University of Massachusetts Amherst
B.A. in English, Department of Foreign Languages and Literatures, National Taiwan University, Taipei, Taiwan (ROC)
Job Description
To work for three months (June, July, and August) under the supervision of the Director to facilitate the operation of the Lab and analyze the effectiveness of the EMI program.
Monthly Responsibilities
In June:
Instructional Support: Collaborate with the Lab to lead English-focused clubs (e.g., reading, TV shows, or music) and facilitate English-language activities
Language Coaching: Act as an English conversation partner to help students improve listening and speaking fluency.
Cultural Exchange: Introduce students to international cultures to foster global awareness.
In July:
Extracurricular Leadership: Organize and lead extracurricular activities (singing, storytelling, board games, etc.), and facilitate English-learning activities in the Lab.
Material Development: Assist in designing lesson plans, preparing teaching aids, and grading student assignments.
Focus Group Interviews: Explore "SWOT" (Strengths, Weaknesses, Opportunities, Threats) perceptions of the EMI program (4 students per group)
In August:
Data Analysis: Analyze pre- and post-test scores and provide thematic coding of interview transcripts.
Video Production: Make a 5-minute video that documents the Lab
Lab Report: Write up a 10-page report that describes the experience, assesses the effectiveness of, and makes recommendations to the Lab.
Preferred Intern Educational Level
Education: Must be currently enrolled in an English-speaking program at an accredited university. Both graduate and undergraduate students are eligible.
Language Proficiency: Must be a native English speaker or possess English proficiency at the CEFR C1 level or above.
Certifications: While not always mandatory, a TESOL, TEFL, or CELTA certificate is highly desirable.
Academic Background: TESOL-related would be most preferred, or language education in general.
Skill sets or Qualities
- Cross-cultural awareness and respect are a must. Taiwan is not English-speaking, so cross-cultural awareness and understanding would be a mandatory skill.
- Interest in Asian cultures. Geographically, Taiwan is a hub that crisscrosses East Asia and Southeast Asia. In three hours, one can depart from Taiwan for Tokyo, Seoul, Shanghai, Okinawa, Manila, Bangkok, and more. It will be a wonderful opportunity to explore Asia.
- Adapability in the tropical climate. Taiwan is situated in the sub-tropical climate zone, and summer can be very hot. Please make sure you can adjust to the heat.
- The Lab is very TESOL-related. So, an interest in the English language learning and teaching is most preferred.
Job Description
To work for three months (June, July, and August) under the supervision of the Director to facilitate the operation of the Lab and analyze the effectiveness of the EMI program.
Monthly Responsibilities
In June:
Instructional Support: Collaborate with the Lab to lead English-focused clubs (e.g., reading, TV shows, or music) and facilitate English-language activities
Language Coaching: Act as an English conversation partner to help students improve listening and speaking fluency.
Cultural Exchange: Introduce students to international cultures to foster global awareness.
In July:
Extracurricular Leadership: Organize and lead extracurricular activities (singing, storytelling, board games, etc.), and facilitate English-learning activities in the Lab.
Material Development: Assist in designing lesson plans, preparing teaching aids, and grading student assignments.
Focus Group Interviews: Explore "SWOT" (Strengths, Weaknesses, Opportunities, Threats) perceptions of the EMI program (4 students per group)
In August:
Data Analysis: Analyze pre/post-test scores and provide thematic coding of interview transcripts.
Video Production: Make a 5-minute video that documents the Lab
Lab Report: Write up a 10-page report that describes the experience, assesses the effectiveness of, and makes recommendations to the Lab.
Preferred Intern Educational Level
Education: Typically requires a bachelor’s degree from an accredited university.
Language Proficiency: Must be a native English speaker or possess English proficiency at the CEFR C1 level or above.
Certifications: While not always mandatory, a TESOL, TEFL, or CELTA certificate is highly desirable.
Skill sets or Qualities
- Cross-cultural awareness and respect are a must. Taiwan is NOT English-speaking, so cross-cultural awareness and understanding are highly important for the interested interns.
- Interest in Asian Cultures. Taiwan is a hub that crisscrosses East Asia and Southeast Asia. In three hours, one can depart from Taiwan for Tokyo, Seoul, Okinawa, Manila, Bangkok, Hanoi, etc. It will be a wonderful opportunity to explore the diversity in Asia.
- Adaptability to the tropical climate. Taiwan is situated in the tropical zone and summer is very hot. Please make sure that you are heat-adaptable.
- TESOL-professionals are most welcome. The Lab is heavily TESOL-programmed. If you are interested in TESOL for career development, the Lab will be an excellent place for you to try out passion and patience.