University Students and Teachers’ Perceptions of the Effectiveness of English Medium Instruction (EMI) in Taiwan: A Case Study of Southern Taiwan University of Science and Technology

• Main Authors: LIN,YI-HSIEN, 林依賢
• Other Authors: HUANG,DA-FU
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/t37353

碩士 === 南臺科技大學 === 應用英語系 === 104 === The purpose of the present study is to investigate students’ perceptions, opinions, and suggestions about the effectiveness of English-medium instruction (EMI) courses. The study also examined the EMI teachers’ beliefs, difficulties and teaching practices regarding the implementation of the EMI program. The participants in this study included both students and teachers from Southern Taiwan University of Science and Technology (STUST). A total of 219 students, including 148 foreign students, took part in the study by completing the questionnaire survey. Eleven teachers who taught EMI courses within the period from 2007 to 2016 also participated in the study, three of the EMI teachers receiving class observations as well. The data collected from the students’ part was quantitatively analyzed with descriptive statistics and independent-sample t-tests, using SPSS 17.0 for Windows, accompanied by group individual interviews. Ten volunteer interviewees also participated in the investigation, and the interview data was qualitatively analyzed. Moreover, on-line, E-mail questionnaires, interviews and class observations were conducted to examine teachers’ part. This study employed both quantitative and qualitative research methods to get more objective information about the EMI program at STUST. The major findings are stated as follows: 1. More than 76% EMI students agreed that the EMI courses are helpful for them. The major difficulty that students encounter in the full-English courses is their low-level English proficiency, especially for local students. 2. The differences in perceptions of teaching effectiveness toward EMI courses between local and foreign students were significant. 3. The teachers’ English proficiency and teaching methods affected student learning achievement. Students expected that there will be more EMI courses to interact with more different students from other countries. 4. The major challenge that confronts EMI teachers in the full-English courses is their deficient English ability. They anticipate Ministry of Education and the school administrative support to help enhance students’ willingness to take EMI courses. 5. The EMI teachers preferred to use slides, projectors, outlines, charts, software, group discussion, body language and some interactive teaching practices in EMI courses. Key words: English Medium Instruction (EMI), Teaching Achievement, Teaching Beliefs, Teaching Practices