Are all assignments created equal in EMI? A typology for equity and student engagement
Abstract
As English Medium Instruction (EMI) continues to expand across non-Anglophone universities, the role of assignment design in shaping equitable content learning outcomes remains underexplored. This study asks: Are all assignments equally effective in EMI? To address this question, it introduces and empirically evaluates a Universal Assignment Design (UAD) typology consisting of six task types (foundational, interpretive, analytical, collaborative, applied, and integrative) designed to support comprehension, engagement, equity and academic language development in multilingual content classrooms. Drawing on a three-year, multi-institutional dataset from Japan, including e-portfolios, post-course reflections, and interviews across CEFR A2–C2 levels, the study examines how assignment types influence student participation and perceived learning. Results show that while foundational and collaborative tasks improve linguistic accessibility and confidence, analytical and integrative assignments foster higher order thinking only when carefully scaffolded. Reflective and applied tasks were especially valued for reducing anxiety and supporting self-expression among lower-proficiency learners. Grounded in Universal Design for Learning (UDL), sociocultural theory, and genre-based pedagogy, this typology offers a scalable, evidence-informed framework for EMI practitioners. The study contributes to English for Academic Purposes (EAP) scholarship by bridging the design–performance gap in EMI and identifying assignment strategies that promote inclusive, discipline-sensitive learning across proficiency levels.