다중모드 교수 설계가 EMI 전공 수업의 학업 성취도에 미치는 영향

초록

This study investigates the effects of multimodal instructional design and task-based assessmenton academic achievement and learner perceptions in an English-Medium Instruction (EMI)environment. A mixed-methods study was conducted over 15 weeks with 26 Korean and 30international students enrolled in a major course. To mitigate major barriers, cognitive scaffoldingwas established by integrating visual, auditory, digital, and experiential modes. Assessment wasstructured around an eight-stage sequence of academic tasks and team presentations. The findingsare as follows: First, independent samples t-tests revealed no statistically significant differencesin academic achievement between Korean and international students across all evaluation items,including exams, presentations, and task scores (p > .05). This demonstrates that multimodaldesign effectively balanced the linguistic asymmetry inherent in EMI. Second, regression analysisshowed that task performance and resource utilization scores were powerful predictors,accounting for approximately 86% (R2 = .86, p < .001) of the variance in final academicachievement. Third, a strong positive correlation (r = .92) was found between the strategic use ofthe first language(Translanguaging) and the smoothness of team interaction, confirming that affective support is a critical mechanism for task execution. These results suggest that multimodalpedagogy is a vital strategy for ensuring equity and academic success in multinational EMIsettings.

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