Taiwan's recent bilingual education policy has driven universities to promote English-medium instruction (EMI) courses. While research has explored teacher perspectives on EMI implementation, student experiences remain understudied. This quantitative study aims to address this gap by investigating the perceptions and self-reported experiences of 1,137 monolingual Mandarin-speaking university students enrolled in EMI courses.
The study employed surveys to collect data on student confidence, preferred learning activities, and perceived challenges. The selected results (n= 1137) reveal that 55.6% of students exhibit moderate confidence in using English for coursework. Group discussions and applying course content to real-world scenarios are the two most favored activities (preferred by 31.4 % and 25.2% of students, respectively). Conversely, understanding lecture content delivered by the instructor in English and formulating questions in English were the primary difficulties reported by 41.5% and 38.8% of students respectively. Furthermore, nearly 39% of students identified pre- or post-class supplementary materials as the most effective learning resource. Students also valued instructor-provided learning aids, with 46.7% appreciating supplementary materials and 41.5% finding glossaries for terminologies beneficial. More detailed findings will be provided in the talk.
This research sheds light on student preferences, challenges, and learning needs in EMI courses. By highlighting these aspects, the study aims to inform instructors on how to effectively plan and deliver EMI instruction while providing appropriate learning resources aligned with students' varying English abilities.

Authors:
Chen-An Chang, National Chengchi University & National Taiwan University, Taiwan
Shan-Yun Huang, National Taiwan University, Taiwan
I-Jan Peng, National Taiwan University, Taiwan

About the Presenter(s)
Dr. Chen-An Chang is an Assistant Professor in the English Department at National Chengchi University, Taiwan. Her current research explores formal semantics, experimental pragmatics, and language policy in education.

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