Online English-medium instruction (EMI) classes. What we have learned so far.

The sudden change from face-to-face EMI classes to the online mo- dality, due to the COVID-19 emergency, has raised questions and concerns about the quality of distance education, the students’ participation in the educational activities and the strategies to enhance interaction under these circumstances. In the context of the Coronavirus the challenge of engaging students in online courses, which has been an issue of concern since the beginning of distance learn- ing, has played an even more important role. This paper investigates how lectur- ers addressed such major challenges in English-medium instruction (EMI) degree programmes, which are completely taught through the medium of English. Lec- turers of “Medicine and Surgery” and “Nursing” degree programmes from four- teen Italian universities filled in an anonymous online questionnaire during the outbreak. Quantitative and qualitative analyses were carried out to identify bar- riers hindering students' engagement under these unusual circumstances. From the lecturers’ answers and comments, some facilitators have been identified which depend on the lecturers’ characteristics, their teaching methods and the modes they chose. Although this study is limited to a medical field, it can provide reflections to tackle issues relating to all online EMI courses and to empower EMI online and in-person pedagogy.