Методички видици

INTERNATIONALISATION THROUGH ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)

2025-12-18T09:48:28+00:00

In this study, we address one aspect of internationalisation in higher education
in Serbia through the professional development program of English as a Medium of
Instruction (EMI), conducted at the University of Kragujevac. The study aims to investigate
the teachers’ motivation for the EMI training program, their self-perception of EMI
competence, as well as the expectations and challenges of teaching in the EMI context. For
this purpose, we used a modified questionnaire, integrating closed-ended and open-ended
questions to gather both quantitative and qualitative data through methods of descriptive
statistics and content analysis. The research results suggest high motivation and various
levels of self-perceived competence regardless of insufficient EMI experience.

THE IMPORTANCE OF CERTAIN VARIABLES FOR APPLYING FOR INTERNATIONAL STUDENT MOBILITY PROGRAMS – STUDENTS’ PERCEPTIONS

2025-12-18T10:47:18+00:00

The paper aims to identify the extent to which certain linguistic, educational and communicative variables are important for students’ decision to apply for international student mobility programs. For this purpose, a structured questionnaire was designed and administered to senior year students from ten faculties of the University of Novi Sad (N=727) participating in ISM programs during the winter semester of 2024/25 academic year. The analysis of the collected data included descriptive statistics, t-test, Mann-Whitney-U test and Pearson correlation coefficient. The obtained results suggest that the highest priority was given to English language proficiency and the lowest to subjectspecific knowledge. Significant differences were detected between male and female students’ responses, with females attaching more importance to four of the six variables which were examined. Self-assessed English proficiency stood in positive correlation with two of the surveyed variables.

THE PARADOX OF PREPARATION

2025-12-18T11:25:51+00:00

This study examines the demotivating role of competence and autonomy need frustration among instructors teaching via English as a Medium of Instruction (EMI). Drawing on Self-Determination Theory (Deci & Ryan 2000; Ryan & Deci 2020), it investigates whether three background variables – completion of EMI-specific training, EMI teaching experience and class composition (integrated versus separate groups of students) – explain variation in these psychological dimensions. Data were collected from university professors engaged in EMI and analyzed to assess the influence of these factors. Results revealed that EMI training was consistently associated with higher levels of both competence and autonomy frustration, whereas class composition and EMI experience showed no significant effects. These findings suggest that current training practices may inadvertently heighten instructors’ awareness of challenges without sufficiently addressing
structural and institutional constraints. The study underscores the need for training that not only develops pedagogical strategies but also supports instructors’ psychological needs, thereby sustaining motivation and enhancing EMI teaching quality.

LINGUISTIC ASPECTS OF EMI EDUCATOR TRAINING

2025-12-18T12:54:57+00:00

Unlike Content and Language Integrated Learning (CLIL), where a certain degree of educators’ familiarity with linguistics may be expected, an EMI environment typically does not involve explicit knowledge of linguistic phenomena. However, educators in EMI classrooms frequently face doubts about their language proficiency in English, often disproportionately focusing on linguistic performance rather than the content and delivery of the lecture. Since it can arguably be claimed that a vast majority of academic publications related to EMI focus on pedagogical aspects, a need to consider the role of linguistics in EMI teacher training is due. Hence, this paper addresses the scope, method, and need of explicit linguistic instruction following the elaboration of classroom discussion data from teacher-training lectures of NNES educators from the University of Kragujevac in the period of 2020-2024. The presented insights underscore the significance of incorporating a pragmatic and context-sensitive approach to EMI training, balancing linguistic accuracy with communicative clarity and intercultural awareness.

NAVIGATING THE EMI TRANSITION

2025-12-18T12:54:55+00:00

In order to provide high quality courses in English as a medium of instruction (EMI) university settings, teachers need to be equipped with competences which enable smooth lecturing aligned with contemporary teaching approaches. However, insufficient attention has been given to teachers’ preparation for EMI contexts. This study examines content area lecturers’ understanding of EMI teaching and explores their strengths and weaknesses in terms of linguistic, pedagogical, and intercultural competences. The aim is to obtain guidance for devising professional support programmes. The sample consisted of social sciences teachers with little or no EMI experience who completed a questionnaire and participated in an interview. Data analysis employed descriptive statistics and content analysis. The results indicate the teachers’ overall recognition of the importance of professional development, with most focus placed on the need to enhance English for academic purposes and classroom management skills. While the findings provide some insight into the training needs of future EMI practitioners, further research with a larger and more diverse sample would deliver more generally applicable results.

TEACHING IN A SECOND LANGUAGE

2025-12-18T12:54:54+00:00

The internationalization of higher education in Serbia is a complex process in which English-medium instruction (EMI) plays a central role. Although familiar with it, content area lecturers (CALs) often face a variety of communication-related challenges when teaching in English, which directly impact teaching quality. This study explores these challenges through the perspectives of 102 content area lecturers at the Faculty of Technical Sciences, University of Novi Sad. Their questionnaire responses were analyzed using both qualitative and quantitative approaches. The findings reveal communication challenges in teaching international students, particularly regarding content area lecturers’ language proficiency and classroom interaction. Teachers also describe strategies they adopt to minimize misunderstandings, manage ongoing communication, and enhance clarity. Additional concerns include (the lack of) institutional and collegial support, which further shape the effectiveness of communication in EMI contexts. The study underscores the
pedagogical importance of targeted professional development and sustained institutional support to promote effective communication in internationalized higher education.

FORESTRY EDUCATION IN ENGLISH

2025-12-18T12:54:51+00:00

The ongoing globalisation of higher education has led to the ever-increasing use of English as a medium of instruction in a range of disciplines, including forestry. An adapted Google Forms survey investigated the perceptions of professors teaching forestry to Chinese students in English at the Faculty of Forestry in Belgrade in the autumn term of 2024/2025. The questionnaire examined instructors’ views on communication and comprehension challenges in English faced by the students and their behavior in the EMI classroom, as well as teachers’ own preparedness for EMI and related needs. The results reveal limited understanding of English among Chinese students, their frequent use of translation tools, and difficulties with communication in class, listening, and subjectspecific vocabulary. To combat these challenges, teachers have taken steps to simplify their language and slow down the teaching pace, while also expressing a need for more EMI training. Perceptions on cultural differences and student engagement differ, pointing to the need for the application of intercultural strategies in addition to improved language skills to handle the complexity of teaching in international contexts.

UNIVERSITY TEACHERS’ PERSPECTIVES ON USING THE TESLA CHATBOT IN EMI COURSES

2025-12-18T12:54:50+00:00

As English-medium instruction (EMI) expands in Serbian higher education, university teachers who are non-native English speakers face unique challenges in engaging international students. This study presents a pilot initiative involving a multilingual AI chatbot modeled on the persona of Nikola Tesla, designed to support student motivation, interaction, and informal language practice in English. The chatbot was implemented at Singidunum University in Belgrade, where ten subject-specialist professors, native speakers of Serbian, used the tool while teaching international students enrolled in the university’s Studies in English programs. The paper examines teachers’ reflections on the chatbot’s technical usability, its perceived impact on student engagement, and its contribution to pedagogical innovation and creativity. Rather than positioning the chatbot as a replacement for traditional teaching methods, the study emphasizes its role as a supplementary tool that can enrich EMI delivery. It calls for further research into teacher-driven perspectives on digital augmentation in multilingual classrooms, particularly with respect to refining chatbot design to meet the specific pedagogical demands of different academic disciplines.