Talk, tech, and transformation: accountable discourse and generative AI in East Asian EMI classrooms

This study investigated the role of accountable talk (AT) in fostering deeper learning and critical thinking in an English-medium instruction (EMI) classroom in Taiwan. Given the challenges students face in EMI settings, such as the cultural factors of face-preserving and the linguistic factors of varying English proficiency levels and difficulties with verbal communication, this research explored how AT can enhance discourse interactions and improve students’ engagement. Using a mixed-methods approach, the study examined students’ discoursal interactions, perceptions, and attitudes toward AT through discourse analysis, surveys, and interviews. Findings revealed that AT effectively promoted student engagement, encouraged verbal exchanges, and supported cognitive and linguistic development. The study identified key types of verbal interactions in AT activities and highlighted shifts toward inquiry-driven discourse. The integration of generative artificial intelligence (GenAI) for question generation was also analyzed, revealing its benefits for enhancing structured questioning and its limitations in maintaining contextual relevance and spontaneity. The study concluded that AT provides a valuable framework for improving student participation in EMI contexts, although the role of AI in facilitating these discussions remains an area for further exploration. Pedagogical implications emphasize the importance of structured scaffolding and instructor support to sustain AT practices in East Asian EMI classrooms.