教務處雙語教育中心辦人工智慧融入EMI教學工作坊
為協助教師掌握人工智慧於高等教育之應用趨勢，輔仁大學雙語教育中心於6月15日舉辦「GenAI in EMI Teaching Workshop」全英語工作坊暨學術諮詢活動，共24位EMI教師參與。本次特邀澳洲西雪梨大學教育學院Lynde Tan教授主講，帶領教師探討生成式AI融入全英語授課（EMI）之教育潛力與倫理反思。
Lynde Tan教授指出，生成式AI應作為引導思考的暫時性「認知鷹架」，協助學生建立獨立解決問題之能力，而非造成永久性依賴。她進一步比較不同AI語言模型，說明其輸出內容中隱含之「正向偏誤」與文化偏見，指出各模型往往反映其開發背景下之特定文化假設。有鑑於此，Lynde Tan教授建議教師導入「多模多元識讀導向」教學，引導學生解構AI內容背後之權力動態，藉此培養跨文化溝通意識與批判性AI素養。在教學實務上，Lynde Tan教授建議運用新版布魯姆分類學，設計具備「AI韌性」之評量任務，確保測驗能反映學生之批判思考與高階認知能力。她並指出，AI可作為教學過程中之積極參與者，深化課堂「對話空間」；在文化與語言多元之班級中，教師亦可設計「文化回應式聊天機器人」，將學生在地經驗轉化為知識連結之橋樑。
工作坊結束後，隨即安排學術諮詢活動，與會教師就EMI課程設計、評量尺規擬定及研究提案等議題，與Lynde Tan教授進行深入交流。多位教師於會後給予正面回饋，表示此次工作坊有效拓展其對生成式AI融入教學之視野。教師普遍反映，將AI工具導入教學設計後，有助於強化學生批判性思考能力，使學生於使用AI輔助學習時，仍能保持獨立判斷與深度反思，而非單純仰賴AI提供之答案。亦有教師表示，「AI韌性評量」與「文化回應式聊天機器人」等策略深具啟發性，未來將嘗試應用於自身課程設計。
輔仁大學雙語教育中心表示，期盼藉由與國際學者之交流，實質賦能校內EMI教師，持續推動數位時代下之教學創新，協助教師善用AI工具強化學生批判性思考能力，為學生打造更具深度與國際視野之全英語學習環境。
Fu Jen Bilingual Education Center Holds the EMI Workshop on Integrating Artificial Intelligence into EMI Teaching
To help teachers grasp the trends in applying artificial intelligence in higher education, the Bilingual Education Center of Fu Jen Catholic University held the “GenAI in EMI Teaching Workshop,” the EMI workshop and academic consultation event, on June 15, with a total of 24 EMI teachers participating. This event specially invited Dr. Lynde Tan from the School of Education at Western Sydney University, Australia, as the keynote speaker, leading teachers to explore the educational potential and ethical considerations of integrating generative AI into English as a Medium of Instruction (EMI) teaching.
Dr. Tan pointed out that generative AI should serve as a temporary “cognitive scaffold” that guides thinking, helping students build independent problem-solving abilities rather than creating permanent dependency. She further compared different large language models, explaining the “positivity bias” and cultural bias implicit in their outputs, noting that each model tends to reflect specific cultural assumptions rooted in its development background. In light of this, Dr. Tan recommended that teachers adopt a “multimodal literacies” pedagogical approach, guiding students to deconstruct the power dynamics behind AI-generated content, thereby cultivating cross-cultural communication awareness and critical AI literacy. In terms of teaching practice, Dr. Tan suggested using the revised Bloom’s Taxonomy to design “AI-resilient” assessment tasks, ensuring that assessments reflect students' critical thinking and higher-order cognitive abilities. She also noted that AI can serve as an active participant in the teaching process, deepening the “dialogic space” of the classroom; in classes with diverse cultural and linguistic backgrounds, teachers can also design “culturally responsive chatbots” to transform students' local experiences into bridges connecting them to knowledge.
Following the workshop, an academic consultation session was arranged, during which participating teachers engaged in in-depth discussions with Dr. Tan on topics such as EMI course design, assessment rubric development, and research proposals. Many teachers gave positive feedback afterward, noting that the workshop effectively broadened their perspectives on integrating generative AI into teaching. Teachers generally reported that incorporating AI tools into instructional design helps strengthen students' critical thinking abilities, enabling students to maintain independent judgment and deep reflection when using AI to assist their learning, rather than simply relying on the answers AI provides. Some teachers also noted that strategies such as “AI-resilient assessment” and “culturally responsive chatbots” were highly inspiring, and they plan to apply these approaches in their own course design in the future.
The Bilingual Education Center of Fu Jen Catholic University state that, through exchanges with international scholars, it hopes to substantively empower EMI teachers at the university, continuing to promote teaching innovation in the digital age, helping teachers make good use of AI tools to strengthen students' critical thinking abilities, and creating a more in-depth and internationally-minded all-English learning environment for students.