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<p>In an increasingly technology-mediated educational landscape, English for Specific Purposes (ESP) must evolve to better support students’ disciplinary communication and professional practice in English-Medium Instruction (EMI) contexts. This case study examines the design and implementation of an AI-supported healthcare ESP course at a Taiwanese university, developed through collaboration between ESP practitioners and EMI specialists. The study reports how such collaboration influences course design and how AI integration facilitates the development of disciplinary literacy in EMI learning. Data were drawn from collaboration meeting records, instructional materials, and student surveys, focusing on disciplinary literacy development, EMI learning support, and engagement with AI tools. Findings indicate that ESP-EMI collaboration enables context-responsive course design aligned with professional communication demands, while AI tools facilitate language learning and task support. The study highlights the potential of integrating collaborative course design and AI-enhanced instruction to support healthcare students in EMI learning.</p>

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Designing and Implementing Healthcare ESP Through ESP-EMI Collaboration and AI Support

  • 期刊论文

  • 发表日期：

    2026年7月14日

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  • Wenli Tsou,
  • Fay Chen

摘要

In an increasingly technology-mediated educational landscape, English for Specific Purposes (ESP) must evolve to better support students’ disciplinary communication and professional practice in English-Medium Instruction (EMI) contexts. This case study examines the design and implementation of an AI-supported healthcare ESP course at a Taiwanese university, developed through collaboration between ESP practitioners and EMI specialists. The study reports how such collaboration influences course design and how AI integration facilitates the development of disciplinary literacy in EMI learning. Data were drawn from collaboration meeting records, instructional materials, and student surveys, focusing on disciplinary literacy development, EMI learning support, and engagement with AI tools. Findings indicate that ESP-EMI collaboration enables context-responsive course design aligned with professional communication demands, while AI tools facilitate language learning and task support. The study highlights the potential of integrating collaborative course design and AI-enhanced instruction to support healthcare students in EMI learning.