This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more emphasis on speaking than writing, which led to the use of speaking-integrated writing, such as writing scripts for oral presentations. Although they acknowledged writing proficiency to be an integral component of global competence, they confined the role of writing tasks to superficially displaying students’ content knowledge. Writing tasks varied according to disciplines, although many of them were not specifically related to the field in question. While most instructors used general writing tasks in a skill-integrated approach, very few adopted discipline-specific writing tasks. In implementing DW in their EMI courses, all the instructors viewed content as far more important than language and perceived themselves to be content experts, not language teachers. Their beliefs were manifest in their assessment practices, particularly in their feedback provision. They rarely offered feedback and, if they did, it was minimal, mostly addressing content issues. These findings have implications for teachers who conduct EMI for content courses in higher education.

中文翻译：

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EMI 课程中的纪律写作：韩国高等教育背景下的教师信念和实践


本研究旨在确定英语教学 (EMI) 教师的信念与其内容课程中学科写作 (DW) 实践之间的关联。该研究利用对韩国大学教授及其课程材料的采访的定性研究数据发现，教师优先考虑内容学习而不是语言学习。他们也相对更注重口语而不是写作，这导致了口语综合写作的使用，例如为口头演讲撰写脚本。尽管他们承认写作能力是全球能力的一个组成部分，但他们将写作任务的作用限制在表面上展示学生的内容知识。写作任务根据学科的不同而有所不同，尽管其中许多任务与所讨论的领域没有具体相关。虽然大多数教师以技能综合方法使用一般写作任务，但很少有人采用特定学科的写作任务。在 EMI 课程中实施 DW 时，所有教师都认为内容比语言重要得多，并认为自己是内容专家，而不是语言教师。他们的信念体现在他们的评估实践中，特别是他们的反馈提供中。他们很少提供反馈，即使提供，也是很少的，主要是解决内容问题。这些发现对于在高等教育内容课程中进行 EMI 的教师具有重要意义。