In the face of internationalization and globalization trend, the Executive Yuan announced to make Taiwan a bilingual country, and the Ministry of Education followed suit to promote professional courses taught in English, hoping to improve students' international communication skills. With the movement of investment in the global market and the gradual recovery of post-epidemic international economy, it is important to be part of the trend in education. Therefore, this research project intends to take this as an opportunity to construct a three-dimensional situational and authentic teaching, so that EMI (English Medium Instruction) courses can have better teaching effects when teaching academic courses in English.

The three dimensions are:
1. Integrate the three aspects of situated learning in behavior, cognition, and affective cooperation.
2. Integrate the project-based learning with working units for a topic, hoping to improve teamwork ability, analysis and problem-solving ability, and help enhance international communication ability.
3. Follow a general framework for the design of learning environments in cognitive apprenticeship of situated learning, the guiding principles of content and language integrated learning, instructional scaffolding approach, and 5E (engage, explore, explain, elaborate, evaluate) teaching skills, to improve professional knowledge and ability, use learning strategies and contribute to the effectiveness of international communication.

A cross-examination among the three dimensions and their complement each other confirm the validity of the construction process. A quasi-experimental design was used by this treatment of three-dimensional situated teaching, which combined situated learning, project-based learning, and learning strategies. 25 students took the course Business Administration and Sustainability, with 11 local and 14 international students. The results showed that most students tended to agree or strongly agree their international communication skills improved at the end of the semester. However, some felt that the task instructions for this course were sometimes too complicated. One wrote in the course feedback: “I hope the teacher can express themselves more clearly and give more precise instructions.” This study contributes to the teaching practices. The three-dimensional situated teaching enhances learning motivation and cultivates international communication skills in terms of self-efficacy in English communication, global perspective, and cross-cultural communication, which becomes students' sustainable competitiveness. However, in the process, the instructors need to clearly express their instructions, not to confuse students.

Keywords: Situated teaching, communication skill, EMI.