“SPEAKING WITHOUT FEAR, THANKS TO EMI”: INSIGHTS FROM A COLLABORATIVE CONTENT AND LANGUAGE INTERVENTION

Abstract

This study investigates the cooperation between content lecturers and English as a Foreign Language (EFL) instructors in English Medium Instruction (EMI) classes, focusing on its potential influence on student engagement. To address this gap, a collaborative team was formed, comprising two content lecturers and two EFL instructors, who worked together to design and implement pedagogical changes using a Design-Based Research (DBR) methodological approach. Data were collected through surveys from 77 students in the Law and Business Schools at SDU University in Kazakhstan. This study utilized a mixed-methods approach, combining quantitative analysis of Likert scale responses with thematic analysis of open-ended questions. Results revealed that students had a positive perception of the collaborative approach, noting increased engagement compared to traditional methods. Thematic analysis of open-ended responses highlighted the effectiveness of interactive and communicative activities in enhancing student learning experiences. Recommendations include diversifying instructional approaches and integrating student feedback to further improve teaching effectiveness. Future research should focus on exploring the long-term impacts of such collaborative interventions on students' language proficiency and overall academic performance, providing insights into their sustained benefits and effectiveness.