Abstract
This project aims to use problem-based learning (PBL) and English terminology pretraining in an English medium instruction (EMI) in Educational Psychology for course renovation and implementation. The design of this course intends to address students’ difficulties in taking courses offered in English and maintains their learning motivation and academic autonomy. Participants are forty-five undergraduate students in the department of education and learning technology at National Tsing Hua University. Under the framework of design-based research, I will perform observation and analysis of the classroom dynamics, collect students’ learning progress data, identify their learning difficulties, and adjust the course design to satisfy learners’ needs. The goals of this project are: A. Integrate English terminology pretraining within the PBL to enhance the course quality in an English medium instruction in Educational Psychology. B. Understand learners’ initial behaviors and attitudes at the beginning of this course, including academic autonomy, achievement, EMI self-efficacy, perceived English ability. C. Test the effect of English terminology pretraining to see its association with academic autonomy, achievement, EMI self-efficacy, and perceived English ability. The design and implementation of the pedagogical strategies mentioned above can inform instructional practices to enhance teaching effectiveness and course quality.