Sessions

Dual-Mode Teaching: Challenges and Opportunities for ELT Teachers

In 2020, COVID-19 pushed tertiary education in Macao to change dramatically, first from face-to-face teaching to complete online teaching, and in the second half of the year, to face-to-face cum online teaching. This has posed challenges to all educators, and this sudden and immediate change has especially impacted the ELT classroom. Through in-depth interviews with 6 EFL/ESL teachers at a tertiary institution in Macao, this study looks from the teachers’ perspective at the difficulties and challenges they faced in adapting to the changes, the solutions they found to cope with the unprecedented demand, as well as their suggestions for the future ELT classrooms. The impact of COVID-19 will hopefully subside soon, yet the revolution in the way to teach English as a second/foreign language at the tertiary level has just begun.

English Learning Motivation at University: EMI vs. Mother-Tongue Programs

Many universities offer both degrees taught in English and degrees taught in the local language. Although both programs include English classes, students’ patterns of English learning motivation likely differ depending on language use in other classes. Understanding these motivational patterns can help teachers and course designers motivate students’ learning English during university. This original research study in Macao, China, compared first-year students in English-medium (EMI) and Chinese-medium (CMI) programs at one institution. Students’ motivation and enjoyment using English were measured three times over the year. Results show that for students in both EMI and CMI programs, enjoyment using English increased, but English learning motivation decreased, particularly for CMI students. EMI students’ demotivation was partly related to negative attitudes toward the work of studying English or discovering their English ability was sufficient to cope. Implications are given for teachers and course designers in EMI and mother-tongue programs.