Taking EMI classes at a Taiwanese technological university: Students’ perceptions and experiences

Joey Andrew L Santos¹, Yi Syuan Wang¹, Jie Yu Yang¹, Nien Jie Zhong¹, Chi Min Chang²
¹National Taiwan University of Science and Technology, Taipei, Taiwan. ²National Taiwan University of Science and Technology, Taipe, Taiwan

Abstract

In view of the Taiwan’s Bilingual 2030 policy, a dramatic increase in English Medium Instruction (EMI) courses have been implemented in Higher Education Institutions (HEIs). This academic move is aimed at transforming Taiwan into a Bilingual nation and hoped at increasing the country’s global competitiveness and its universities international presence. However, in recent years, many challenges have been recorded, including those of students who have expressed mixed opinions towards their EMI classes. This paper investigates students’ perceptions and experiences towards EMI classes at a Taiwanese technological university. Employing quantitative and qualitative methods, the present study involves 150 students--both local and international--from different colleges, namely, Engineering, Management, Design, Applied Sciences, and Liberal Arts and Social Sciences. The quantitative method makes use of survey questionnaire which covers course satisfaction, teachers’ performance and knowledge perspective. In addition, students’ language profile including proficiency and exposure to English are included. The qualitative aspect utilizes interviews to obtain students’ experiences. Findings reveal that students have a positive perception towards their EMI classes. Furthermore, it is found that students language proficiency in and exposure to English drive their attitudes towards EMI. Specifically, qualitative analyses indicate that those who have average to above average English proficiency and those who have been exposed to English early enjoy taking EMI classes more while those whose English proficiency are below average find it challenging to keep up in class. They note that the lack of proficiency hampers their active engagement in class and affects their attitude towards EMI. Pedagogical implications in aiding students’ academic performance are offered.

Keywords

English-Medium-Instruction, Higher Education, Students Perception