With English-medium instruction (EMI) as a pedagogical strategy being practiced worldwide in higher education (HE), extensive research has explored stakeholders’ attitudes toward, and perceived benefits and challenges of EMI based on self-report data. However, the actual effectiveness of EMI on students’ subject content and English language learning achievements tested with objective measures has accrued little evidence. This meta-analysis synthesized 44 independent samples (32 in medical disciplines) from 36 studies. The results show that EMI students performed significantly better in both subject content and English learning than students in Chinese-medium courses, but it should be noted that the difference in content learning was found only with students from medical disciplines. Discipline was the only significant factor moderating content learning, while disciplines, research design, and instruction time in English significantly moderated English learning. The findings provide implications for implementing EMI in similar contexts and highlight the importance of rigorous future research to examine the benefits of EMI.

As English continues to evolve as a global lingua franca, integrating Global Englishes into language education has become increasingly vital to address the diverse communicative needs of learners. However, research on the implementation of Global Englishes Language Teaching (GELT) framework in high school contexts, particularly for teacher education and curriculum innovation, remains limited. This qualitative study explored the needs of Macau high school students for GELT curriculum innovation and their perspectives on in-service GELT professional development. Through thematic analysis of the data collected from semi-structured interviews, the findings revealed students’ strong demand for changes across multiple dimensions of GELT, highlighting a gap between the current ELT curriculum and GELT, while also identifying opportunities for a greater alignment to GELT. Students considered multifaceted in-service GELT professional development crucial for empowering teachers to implement and localise GELT practices effectively. Rather than viewing GELT as an abstract concept, students recognised its practical value in motivating their English learning and preparing them to function as future English as a lingua franca (ELF) speakers. The study offers significant implications for the contextualisation of GELT in high school settings in Macau and beyond, shedding light on language policy change, teacher education reform, and curriculum innovation.

Innovative Approaches in Teaching English Writing to Chinese Speakers, edited by Barry Lee Reynolds and Mark Feng Teng and published by De Gruyter Mouton in 2021, addresses the needs and directions for innovation in English writing teaching. Based on the Chinese-speaking contexts, its empirical studies highlight teacher-researchers’ attempts on pedagogical innovations, showcasing stakeholders’ attitudes and perceptions regarding these approaches. The book illustrates the shared features and challenges of the assessment-driven teaching of English writing. Its collection of qualitative studies and small-scale action research significantly provides deeper insights into innovative English writing teaching. Additionally, it includes practical suggestions for future reforms of curriculum designs, pedagogies, and education systems in the regions. Thus, it benefits various readers concerned with the design, process, and outcome of teaching English writing. This book review summarizes the eleven chapters firstly. It critically discusses three critical issues in the volume. This review concludes with an overall evaluation of this book’s contribution to the innovation of teaching English writing.