EMI Teachers' Attitudes and Approaches towards Grammar Error and Professional Development Perspectives in Chinese Higher Education

Qianqing Luo

doi:10.62051/ijsspa.v3n3.02

Authors

Qianqing Luo

DOI:

https://doi.org/10.62051/ijsspa.v3n3.02

Keywords:

Grammar, EMI Teacher, Attitudes, Approach, Teacher Professional Development

Abstract

In the context of Chinese higher education, there is still blank in the English Medium Instruction (EMI) system, particularly in terms of subject teachers' attitudes and behaviors toward teaching grammar in professional courses and their perspectives on the professional advancement of this competency. Based on the existing research, the current study mainly examined how subject teachers perceived their roles and responsibilities in language teaching especially grammar, what strategies they will take to solve students’ grammatical problems, and their feelings and preferences with teacher professional development related to this aspect. Data were obtained from three semi-structured online interviews with three teachers from Beijing Normal University-Hong Kong Baptist University United International College. The findings indicates that EMI lecturers declined to take on the role of language instructors. However, in pursuit of enhancing students' overall understanding of the subject, they did incorporate certain grammar adjustment techniques in their classes and while reviewing students' written work, which is the initial evidence of manifestation of the grammatical Language Related Episodes (LREs). Additionally, the participants recognized the utilization of AI tools to assist students in improving their grammar skills. Furthermore, regarding the professional growth of EMI teachers, they emphasized the importance for tertiary education to stay abreast with current trends that training programs should assist EMI teachers with AI usage for grammar correction, as well as guiding students on the appropriate application of AI in their language learning process.

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