University lecturer strategy use to introduce and explain STEM terminology in EMI contexts

This study investigates the strategies and interactional patterns used by university lecturers in teaching STEM terminology within English Medium Instruction (EMI) contexts across four diverse countries: China, Turkey, South Africa and Nepal.

Findings reveal a complex interplay of pre-planned and unplanned strategies, such as giving definitions, examples, and spontaneous comments, tailored to enhance understanding and engagement in the unique educational contexts of each institution. The interactional patterns were predominantly characterised by teacher-initiated interactions, with limited student-initiated interactions and teacher-student dialogues. Gender-based variations were also observed, particularly in Turkey and China, reflecting differences in the frequency and type of strategies employed by male and female lecturers.

Interview findings showed that lecturers generally believe their gender does not directly influence their teaching methods or vocabulary explanation styles. Lecturers also reported striving to avoid gender bias in their teaching, treating all students as individuals with unique potentials. Both male and female lecturers frequently use paraphrasing and definitions to clarify complex concepts and ensure student understanding. Specific country variations, such as a greater use of unplanned interactions by Chinese EMI lecturers, further underscore the nuanced nature of EMI in STEM education.

Key findings include the frequent use of native language equivalence for introducing terminology and the infrequent use of strategies, such as providing grammatical forms and synonyms. This study not only highlights the lecturer-led nature of interactions but also contributes valuable insights into the global STEM education landscape, emphasising the need for gender-sensitive and contextually adapted teaching strategies to effectively convey specialised STEM terminology in diverse EMI settings.

This research can help teacher educators, policymakers, and lecturers improve their EMI practices. It supports more inclusive, effective teaching in multilingual, international university settings.